Elementary. Report Card. A comprehensive look at the new standards-aligned reporting system. Guilderland

Size: px
Start display at page:

Download "Elementary. Report Card. A comprehensive look at the new standards-aligned reporting system. Guilderland"

Transcription

1 Elementary Report Card G u i d e A comprehensive look at the new standards-aligned reporting system Guilderland Central School District

2 Dear Parents/Guardians, As the (GCSD) continues to improve teaching and learning for all students, we know that parents and families are our most valuable partner. This is especially true as New York State and the District adopts new, more rigorous standards for what every child should know and be able to do in each subject area and grade level. The Common Core State Standards [http://www.engageny. org/common-core-curriculum-assessments] set high expectations for students, staff, and schools. Achieving these career and college ready standards requires continuous progress monitoring and provision of targeted support when needed. Like teachers, parents need accurate and meaningful information particularly information about student strengths and challenges in performing to high expectations to better understand and support student learning. Standards describe what a student should know and be able to do at each grade level in all subjects. For several years, GCSD has discussed the use of a standards-aligned report card for elementary students. This new report card was designed by Guilderland educators and administrators who hope it will be received by parents, families, and teachers as a positive step in better communicating grade-level expectations for student learning. The report card, to be rolled out to our elementary schools in , will provide valuable information on your student s performance to the standards from basic to advanced levels. The report card also provides information on your child s work habits, behavior, and effort. The standards-aligned report card is helpful in many ways. First, it clarifies and reinforces consistent, high expectations for all GCSD students and schools. Second, the report card helps teachers, students, and families focus on the standards throughout the school year. Finally, and most importantly, the new report card provides specific feedback on progress to the standards so students, families, and teachers can work together to set meaningful goals for improvement. Information on which big ideas and concepts each child has learned and what work is still needed for success in the next grade level helps ensure that your child receives additional support at home and school when needed. This parent resource provides information about the report card being used at your child s school, including frequently asked questions and additional background information, a description of proficiency levels, a sample report card, and further detail on the content area standards included on the report card. I hope you will find this parent resource and the standards-aligned report card system helpful. Please feel free to contact your child s school if you have any questions or concerns. Demian Singleton, Ed.D. Assistant Superintendent for Instruction 2

3 Changes in Our New Report Card Our new report card is aligned to the newly adopted Common Core State Standards and reflects updates in our curriculum and instruction. Parents will find: Elementary Report Card G u i d e Category titles and descriptors reflecting the New York State and/or Common Core Learning Standards Progress keys reflecting student progress toward New York State and District standards Learning behaviors (work habits and social skills) necessary to be a successful learner Standards-Aligned Report Cards A standards-aligned report card is designed to assess student performance against a specific and observable set of grade level skills. Most importantly, a standardsaligned system measures each student against the identified standard, instead of measuring how the student performs compared to other students. This type of reporting instrument keeps teachers, parents, and students themselves focused on the desired outcomes defined by the Common Core State Standards (http://www.engageny.org/common-corecurriculum-assessments) adopted for all students in New York State. There are four essential components of a standards-aligned system: The learning standards as outlined by the New York State Education Department and District Standards that describe what a student should know and be able to do at an identified point in time 1 2 NYS and District Standards GCSD Curriculum and Instruction The standards-aligned curriculum that a teacher uses to ensure that classroom instruction targets these standards The assessments that a teacher uses to measure learning and the extent to which a student has met each standard 3 4 Assessments Reporting The communication tool that allows a teacher to report 3

4 How were these standards selected? The New York State Learning Standards, which are based on the newly adopted Common Core Standards, were used to create our report card across the content areas. The Elementary Report Card reflects what students need to know, understand, and be able to do by the end of a given academic year. It is our belief that a common understanding of what is expected of each student, as well as a clear understanding of each student s progress towards his or her full potential, is essential in communicating accurate and transparent information about a student s performance. The district places a strong value on its home-school partnership and we view the new report card as an important tool in furthering our shared understanding about student growth in both the academic areas and the pro-social skills, including each child s unique approach to learning. Why the change? The former K-5 report card had been in place for over a decade. It was outdated and does not accurately and effectively communicate the specific information teachers need to share, nor what parents and students need and want to know about a child s academic growth and progress. Curriculum has changed, instructional methodology has expanded, and research has extensively informed the teaching and learning process in powerful ways. Our classroom teachers have expressed the need for a new tool that more accurately represents what students know and are able to do. How will student progress be reported in the Academic Areas? A standards-aligned report card uses academic performance indicators that are observable and objective. The standards themselves are based on benchmarks that specify what students should know and be able to do at each grade level. They serve as a basis for our curriculum, instruction and assessments. Below is a detailed explanation of each of the academic performance indicators: N /A Exceeds Common Core Standards Performance is above grade level Students who receive a 4 are completing the expected learning in that end-of-year grade level standard. Mastery of or Proficiency in the standard does not mean that teaching and learning end; rather, it indicates that the student has reached a level of performance expected of grade level students for that standard with consistency, accuracy, independence and quality. Instruction will focus on more complex problems within the standard, will offer more levels of challenge for the learner in applying that standard, and will provide more in-depth and critical thinking in the area of that standard. As is true in current practice, teachers will continue to plan challenging learning tasks for students who meet the end-of-year standard. Meets Common Core Standards Performance is at grade level Students who receive a 3 are progressing toward the standard and are demonstrating a level of understanding that is typically/ appropriately expected during the course of the academic year. Needs extra support to meet the Common Core Standards Performance is below grade level Students who receive a 2 are beginning to progress toward a standard and may require regular support, monitoring, and/or assistance from an adult for clarification in order to progress. Does not meet Common Core Standards Receives support and is performing below grade level Students receiving a 1 are still acquiring pre-requisite skills in order to understand the content and/or apply the skills of the grade level standard. Students need additional adult assistance, increased time, smaller chunks of learning, and/or alternative strategies for gaining foundational standards that will lead to the grade level standards. Not addressed at this time When an N/A appears next to a standard, it indicates that the standard was not addressed during the months leading up to the report card. Some standards will be addressed during a specific portion of the year, while others will be addressed throughout the year. 4

5 How will student progress be reported for Work Habits and Pro-Social Skills/Learning Approaches? The pro-social skills encompass personal development and classroom and community skills. Individual student work/ study habits will also be reported by the teacher to ensure that parents are informed of their child s attitudes and dispositions toward learning skills. Numbers will be given to indicate progress in these areas as follows: 4 Excellent 3 Satisfactory 2 Needs Improvement 1 Unsatisfactory What will the new report card look like? The new elementary report card will be incorporated into our district s student information system (SchoolTool). The GCSD Report Card Committee developed a format for the report card which was, in turn, further developed by the SchoolTool designers. The advantage for teachers in using this system is that teachers may enter student information onto the report card from school or from home. Additionally, parents and students may access report cards and other student information at any time via the SchoolTool Parent & Student portal. To do so, parents and students must have an active account. Information and guidance to create a SchoolTool account can be found on the GCSD Web site (http://guilderlandschools.org). 1 Progress Keys and Attendance Records These indicators (4-1) are used to report progress in the New York State and District grade-level Standards. Attendance area provides a record of number of days absent and tardy in each marking period. Guilderland Elementary School Progress Report Student's Name: Momin Abbas Grade: 1 Teacher: Ms. Durocher PROGRESS KEY 4... Exceeds Common Core State Standards Performance is above grade level 3... Meets Common Core State Standards Performance is at grade level 2... Needs extra support to meet the Common Core State Standards Performance is below grade level 1... Does not meet Common Core Standards Receives support and is significantly below grade level N... Not addressed at this time WORK HABITS/SOCIAL SKILLS KEY 4... Excellent 3... Satisfactory 2... Needs Improvement 1... Unsatisfactory ATTENDANCE Absences 0 0 Days Tardy 0 0 Early Dismissals 0 0 A 4-1 scale will also be used to report development of work habits and pro-social skills. 5 continued

6 What will the new report card look like? continued 2 Academic Areas and Student Progress 3 Work Habits and Social Skills Student progress reports will be completed for quarters 2 (January), 3 (April), and 4 (June). Learner behavior indicators (4-1) report the development of skills necessary to be a successful learner. Student achievement is reported by NYS and/or Common Core strands. English Language Arts - Reading Actively engages in reading with purpose 2 Makes appropriate reading choices 2 Applies word analysis skills in decoding words 2 Retells stories including key details 2 Accurately reads and comprehends grade level texts 2 Identifies text structures 2 Draws and/or writes to demonstrate understanding 2 English Language Arts - Writing Actively engages in writing with purpose and audience 2 Selects and focuses topics 2 Expresses meaning clearly by using grade-appropriate 2 language, vocabulary and supporting details Demonstrates a command of the grade-appropriate 2 conventions of standard English grammar and usage Edits and/or revises to improve written work 2 Completes pieces in a timely manner 2 Spells frequently used words correctly in daily work 2 Applies word study strategies and uses resources to spell 2 unknown words English Language Arts - Listening Speaking Contributes relevant and accurate information to 2 conversations Asks questions to seek help or gain understanding 2 Expresses thoughts, feelings and ideas clearly 2 Listens with the intent to understand 2 Follows agreed upon rules for discussions 2 4 Work Habits and Social Skills Follow classroom procedures and routines 2 Uses organizational Skills 2 Is conscientious about completing quality work 2 Works well independently 2 Completes nightly reading 2 Contributes to cooperative/group activities 2 Completes homework and other assigned tasks 2 Is kind and respectful 2 Teacher Comments and Narrative Feedback Teacher Comments Student progress for the first quarter of instruction will be reported during a scheduled parent-teacher conference. Quarter 2 Teachers report student progress by descriptors within each strand. Quarter 3 Included on each report card will be teacher comments and additional narrative feedback. For the first quarter, such feedback will be provided during a scheduled parent-teacher conference. Other Important Changes The implementation of the new standards-aligned elementary report card will require some other changes. These include: Instead of three marking periods, there will now be four, ten-week marking periods. This new reporting cycle aligns with the cycles used at the middle and high schools. For the first ten-week period, parents will not receive a report card as described in this document. Rather, teachers will schedule a parent-teacher conference during which they will report on student 6 progress and engage parents in a collaborative academic goal-setting process for every child. The believes strongly that a partnership between school, teacher, and parents is critical and must be established early in the school year. The opportunity provided via parent-teacher conferences to ask questions and seek clarification is an essential step. For every conference the teacher will provide a conference summary which will be signed by both the teacher and the parent(s) or guardian(s). continued

7 Other Important Changes continued At the conclusion of the second, third and fourth marking periods teachers will complete student progress reports using the SchoolTool student information system. Shortly after the close of each marking period, report cards will be sent home to parents. Reporting timeline for the school year: November 7 End of first marking period January 28 End of second marking period April 17 End of third marking period June 19 End of fourth marking period In future years, it is our hope to transition to a paperless reporting process whereby parents and students will access report cards through their Parent & Student Portal on SchoolTool. Parent conferences may be scheduled during the spring months for additional face-to-face discussion of student progress. Additional conferences may also be scheduled by teachers and/or parents whenever a need arises during the school year. Frequently Asked Questions? Q Why a Standards-Aligned Report Card? A Standards-aligned report cards provide: In-depth student assessments; Consistent evaluations throughout the year; Individualized instruction information; and Consistent evaluations between students. Q How does this help parents? A Standards-aligned report cards enable parents to receive accurate information based on cumulative student progress throughout the marking period. In addition, they: Promote more detailed and meaningful conversations at parent/teacher conferences; 7 Allow for careful and precise monitoring of student achievement; and Reflect grade-level standards and expectations so parents gain a more complete idea of student progress. Q Why are all standards not listed on the report card? A A standards-aligned report card is not the same as a standard/learning outcome listing. Teams of teachers and administrators: Reviewed the New York State, Common Core and District standards for each grade level; and Chose descriptors which were considered most significant for student learning in each grade level. continued

8 Frequently Asked Questions? continued approach ensures the Common Core State Standards are implemented and assessed with consistency. The standards-aligned report card places an emphasis on skills, not scores. The goal is for every child to be successful in every standard. The standards provide a clearer picture of where your child is on the continuum towards the year-end goal. Q Can a student perform at a level 3 and then move to a lower level in the next marking period? Q Why are there no letter grades? A A standards-aligned report card s performance rating approach (4, 3, 2, 1) provides information about student achievement without the need for letter grades. Letter grades: Follow a teacher s individual assessments and expectations; Do not show a student s performance toward state and district expectations; and Do not align with other NYS reporting procedures (e.g., NYS Testing Program). The standards-aligned report card actually provides more specific information by breaking each subject into multiple standards which identify specific skills. Using a standards-aligned report card, parents and students can see students specific strengths and areas of focus. A standards-aligned A The expectations change from one marking period to the next as students move toward the end of grade-level expectations. This means: A student may meet the grade-level expectation during the first marking period, but as the expectations increase, the student may not demonstrate the same level of proficiency during the next marking period; and A student might receive a 3 in the first marking period and then receive a 2 in the second marking period. Q The new report card is too vague. How do I know where my child stands in relationship to the rest of the class? A Report cards are designed to show how each child is progressing toward the Common Core State Standards, not how a child is performing relative to other students. If we think of each standard as a continuum, the report card indicates progress toward that standard. Communicating a child s progress relative to Common Core State Standards is instructionally sound and beneficial to parents and students. 8

on track to meet the year end standard

on track to meet the year end standard Brywood A National Blue Ribbon Elementary School Dear Brywood Families, What a great start to the school year we have enjoyed! It is hard to believe that last Friday marked the end of our first trimester.

More information

North Shore Schools. Elementary Standards-Based Report Card Parent Guide

North Shore Schools. Elementary Standards-Based Report Card Parent Guide North Shore Schools Elementary Standards-Based Report Card Parent Guide 2015-2016 1 North Shore Schools Board of Education Herman Berliner, President, Antoinette Labbate, Vice President Joanna Commander

More information

Kindergarten Report Card Parent Guide

Kindergarten Report Card Parent Guide Kindergarten Report Card Parent Guide Dear Parents/Guardians, As Singapore American School (SAS) continues to improve teaching and learning for all students, we know that parents and families are our most

More information

University of Pittsburgh at Bradford Competencies for Elementary and Secondary Student Teachers

University of Pittsburgh at Bradford Competencies for Elementary and Secondary Student Teachers University of Pittsburgh at Bradford Competencies for Elementary and Secondary Student Teachers Student Teacher: S.S. #: Mentor Teacher: School: University Supervisor: Grade Level: Year: Semester: Evaluation

More information

Elementary Progress Report Guide

Elementary Progress Report Guide Palo Alto Unified School District Elementary Progress Report Guide Palo Alto Unified School District is interested in building strong schoolhome partnerships. One important communication tool is the progress

More information

A Parent s Guide to Report Cards

A Parent s Guide to Report Cards A Parent s Guide to Report Cards This guide is designed to help you understand the grading system and requirements for the Bethlehem Area School District Report Card for grades 1-5. If you have any questions

More information

Essentials of Human Anatomy and Physiology Marieb 10 th Edition, 2012

Essentials of Human Anatomy and Physiology Marieb 10 th Edition, 2012 Essentials of Human Anatomy and Physiology Marieb 10 th Edition, 2012 To the Texas Science English Language Proficiency Standards Physiology 10e (Marieb) 2012 INTRODUCTION This document demonstrates how

More information

New York State Testing Program Common Core English Language Arts Test

New York State Testing Program Common Core English Language Arts Test New York State Testing Program Common Core English Language Arts Test Performance Level Descriptions Grade 5 Revised November 2013 THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK

More information

MINNETONKA PUBLIC SCHOOLS

MINNETONKA PUBLIC SCHOOLS MINNETONKA PUBLIC SCHOOLS POLICY #626: SECONDARY GRADING AND REPORTING PUPIL ACHIEVEMENT (effective with the 2016-17 academic year) I. PURPOSE The purpose of this policy is to establish effective grading

More information

Essential Principles of Effective Evaluation

Essential Principles of Effective Evaluation Essential Principles of Effective Evaluation The growth and learning of children is the primary responsibility of those who teach in our classrooms and lead our schools. Student growth and learning can

More information

Pearson Interactive Science 2012

Pearson Interactive Science 2012 A Correlation of Pearson To the Grades K-5 Introduction This document demonstrates the close alignment between Pearson,, and the, Grades K-5. Correlation page references are Student Edition, Teacher s

More information

August 2014. S hared. xpectations. evelopment. xcellence. This belongs to: Name: Address: Phone: School: Homeroom:

August 2014.  S hared. xpectations. evelopment. xcellence. This belongs to: Name: Address: Phone: School: Homeroom: E E D August 2014 www.dorschools.org S hared xpectations for xcellence in evelopment Name: Address: Phone: School: Homeroom: This belongs to: The Catholic school forms part of the saving mission of the

More information

LEARNING SKILLS EVALUATION OF LEARNING SKILLS

LEARNING SKILLS EVALUATION OF LEARNING SKILLS LEARNING SKILLS Strong learning skills are required for success in every aspect of school. They are indicators of HOW students learn rather than WHAT they learn. The achievement of learning skills should

More information

Targeted Reading Intervention for Students in Grades K-6 Reading results. Imagine the possibilities.

Targeted Reading Intervention for Students in Grades K-6 Reading results. Imagine the possibilities. Voyager Passport Targeted Reading Intervention for Students in Grades K-6 Reading results. Imagine the possibilities. You can make a diff The Reality of Illiteracy According to recent statistics, the average

More information

AFT Education Policy Forum October 21, 2010

AFT Education Policy Forum October 21, 2010 Making the Common Core Standards Work for English Language Learners: The Importance of Linking English Language Proficiency Standards to the Common Core Standards AFT Education Policy Forum October 21,

More information

SEELEY UNION ELEMENTARY SCHOOL DISTRICT

SEELEY UNION ELEMENTARY SCHOOL DISTRICT SEELEY UNION ELEMENTARY SCHOOL DISTRICT Board Policy No. 6028: Education for English Language Learners A. It is the policy of the Governing Board to provide English language learners with a challenging

More information

Understanding Your Child s First Grade Report Card

Understanding Your Child s First Grade Report Card Understanding Your Child s First Grade Report Card Santa Monica-Malibu Unified School District is now using the Common Core State Standards (CCSS) in English language arts and mathematics. Your child s

More information

Note: The term. parent refers. to parent and/or guardian. Parent Guide to Assessment, Evaluation and Reporting Kindergarten to Grade 8

Note: The term. parent refers. to parent and/or guardian. Parent Guide to Assessment, Evaluation and Reporting Kindergarten to Grade 8 Parent Guide to Assessment, Evaluation and Reporting Kindergarten to Grade 8 Let s talk about: Assessment Evaluation Reporting Important Documents and Information Report Cards and Grades Learning Skills

More information

Student Learning Targets in the CCSS Classroom: English Language Arts

Student Learning Targets in the CCSS Classroom: English Language Arts Student Learning Targets in the CCSS Classroom: English Language Arts Objectives By the end of the session, participants will be able to: Explain how goals drive classroom instruction Explain how each

More information

Pre-service Performance Assessment Professional Standards for Teachers: See 603 CMR 7.08

Pre-service Performance Assessment Professional Standards for Teachers: See 603 CMR 7.08 Please use this assessment in conjunction with the for Teachers guidelines: the rating scale; evaluation questions relating to the standards; and the license-specific questions per standard (b)2c. Candidates

More information

Reporting on Student Progress in Yukon Schools

Reporting on Student Progress in Yukon Schools Reporting on Student Progress in Yukon Schools December 2011 Reporting on Student Progress in Yukon Schools i Contents PART 1 Process 1 Introduction...1 Formal Reports...1 Required Areas of Reporting

More information

Evaluate the effectiveness of curricular, instructional, and assessment practices and programs.

Evaluate the effectiveness of curricular, instructional, and assessment practices and programs. Madera USD 5000 AR 5121 Students Grades/Evaluation Of Student Achievement The grading and reporting policies and practices of the District will support the learning process and encourage student success.

More information

WEST OTTAWA PUBLIC SCHOOLS

WEST OTTAWA PUBLIC SCHOOLS WEST OTTAWA PUBLIC SCHOOLS EAT LAKES ELEMENTARY SCHOOL 3200 N. 152 nd Ave. Holland, MI 49424 (616) 738-6300 Fax (616) 738-6391 Safety Hotline (616) 738-5750 www.westottawa.net August 15, Dear Parents and

More information

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data

More information

Instruction BP 6154 Page 1 of 2 Homework

Instruction BP 6154 Page 1 of 2 Homework Instruction BP 6154 Page 1 of 2 The Board of Education believes that homework is any activity assigned which is primarily accomplished outside of regular classroom time to advance student learning of the

More information

Template Task Collection for Elementary Grades 4-5

Template Task Collection for Elementary Grades 4-5 Literacy Design Collaborative Template Task Collection for Elementary Grades 4-5 The Literacy Design Collaborative follows its first template task collection for secondary grades (6-12) with one designed

More information

Guide to Understanding the Standards Based Elementary Report Card

Guide to Understanding the Standards Based Elementary Report Card Guide to Understanding the Standards Based Elementary Report Card Hicksville Public Schools Hicksville, New York 11801 BOARD OF EDUCATION Susan Powell, President Dolores Garger, Vice President Kevin Carroll,

More information

WIDA ELD Standards Implementation in Boston Public Schools 2.0

WIDA ELD Standards Implementation in Boston Public Schools 2.0 WIDA ELD Standards Implementation in Boston Public Schools 2.0 Frances Esparza Ed.D., Daphne Germain, and Joelle Gamere Office of English Language Learners * Session Objectives 1. Attendees will analyze

More information

ASSESSMENT, EVALUATION, AND COMMUNICATION OF STUDENT LEARNING POLICY

ASSESSMENT, EVALUATION, AND COMMUNICATION OF STUDENT LEARNING POLICY ASSESSMENT, EVALUATION, AND COMMUNICATION OF STUDENT LEARNING CONTENTS POLICY PREAMBLE 1.0 POLICY FRAMEWORK 2.0 CLASSROOM ASSESSMENT 3.0 CLASSROOM ASSIGNMENTS 4.0 FORMAL INDIVIDUAL ASSESSMENTS AND EXTERNAL

More information

Criteria for Evaluating Instructional Materials in Science, Kindergarten Through Grade Eight

Criteria for Evaluating Instructional Materials in Science, Kindergarten Through Grade Eight Criteria for Evaluating Instructional Materials in Science, Kindergarten Through Grade Eight Instructional materials are adopted by the state for the purpose of helping teachers present the content set

More information

Strategy for Parents: Ideas to Support Student Learning in Reading, Writing and Mathematics

Strategy for Parents: Ideas to Support Student Learning in Reading, Writing and Mathematics PASS 3: Strategies that Enrich and Expand Student Learning Strategy for Parents: Ideas to Support Student Learning in Reading, Writing and Mathematics The PASS model refers to the term "parent" as any

More information

Assessment and Evaluation Guidelines

Assessment and Evaluation Guidelines Assessment and Evaluation Guidelines Lambton Kent District School Board Lambton Kent District School Board Revised December 2011 1 Table of Contents: Introduction... 4 The Seven Fundamental Principles...

More information

Frequently Asked Questions

Frequently Asked Questions Our Students...Prepared for success after high school Our Promise...Leadership, Advocacy, & Support Our Future Strong communities, competitive workforce Frequently Asked Questions This FAQ includes the

More information

Sample Student Learning Objectives (SLO aligned with Teacher Practice Goals)

Sample Student Learning Objectives (SLO aligned with Teacher Practice Goals) Sample Student Learning Objectives (SLO aligned with Teacher Practice Goals) Intermediate and Advanced ELL students will demonstrate mastery of science content standards based on unit assessments throughout

More information

Grade 3 Language Arts/Writing Unit 4 of 14 Persuasive: Speech. Overview

Grade 3 Language Arts/Writing Unit 4 of 14 Persuasive: Speech. Overview Grade 3 Language Arts/Writing Unit 4 of 14 Persuasive: Speech Overview Overall days: 15 1 day = 50 minutes (The number of days is a guide for pacing to ensure that all the curriculum units for the year

More information

Common Core Insights May Curriculum Design versus Adoption: A Call for Balance

Common Core Insights May Curriculum Design versus Adoption: A Call for Balance Common Core Insights May 2013 Curriculum Design versus Adoption: A Call for Balance One of the important tensions posed by attending to the Common Core Standards and external assessments, often with implementation

More information

Activity 1: Piecing the Pyramid

Activity 1: Piecing the Pyramid Kindergarten Program: Building A Healthy Me! Building A Healthy Me! supports teaching and learning related to standards across the curriculum in order to help children develop personal responsibility for

More information

TEAM PLANNING AND REPORTING

TEAM PLANNING AND REPORTING Chapter 10 TEAM PLANNING AND REPORTING TOOLS: Tool 10.1 Tool 10.2 Tool 10.3 Tool 10.4 Tool 10.5 Sample team plan. 3 pages Team planning template. 3 pages Alternative team planning template. 1 page Team

More information

Activity 2: Meat, Beans & Nuts and Grains, Breads & Cereals. Activity 4: Mixed Foods. Activity 3: Milk & Milk Products and Extra Foods

Activity 2: Meat, Beans & Nuts and Grains, Breads & Cereals. Activity 4: Mixed Foods. Activity 3: Milk & Milk Products and Extra Foods Healthy Choices, Healthy Me! supports teaching and learning related to standards across the curriculum in order to help children personalize health and nutrition concepts in meaningful ways. The following

More information

LOS ANGELES UNIFIED SCHOOL DISTRICT POLICY BULLETIN

LOS ANGELES UNIFIED SCHOOL DISTRICT POLICY BULLETIN TITLE: Homework and Makeup Assignments in Grades K-12 ROUTING NUMBER: ISSUER: BUL-3491.1 Jaime R. Aquino, Ph.D. Deputy Superintendent of Instruction Gerardo Loera, Executive Director All Schools and Offices

More information

Rochester School District

Rochester School District Rochester School District ompetency-based Assessment & Grading Philosophy Statement Purpose In the Rochester School District, assessment and grading have many purposes: providing feedback to students,

More information

The New Illinois State Learning Standards Incorporating the Common Core

The New Illinois State Learning Standards Incorporating the Common Core The New Illinois State Learning Standards Incorporating the Common Core 2014-2015 COUNCIL OF CHIEF STATE SCHOOL OFFICERS (CCSSO) & NATIONAL GOVERNORS ASSOCIATION CENTER FOR BEST PRACTICES (NGA CENTER)

More information

LAUSDMAX Elementary Standards Based Progress Report Card Comments

LAUSDMAX Elementary Standards Based Progress Report Card Comments LAUSDMAX Elementary Standards Based Progress Report Card Comments Value Name Comment Category A1 Is interested and talented in art. Arts A10 Shows improvement in music. Arts A11 Shows improvement in theatre

More information

Delano Public Schools K-3 Local Literacy Plan

Delano Public Schools K-3 Local Literacy Plan Delano Public Schools K-3 Local Literacy Plan 1) Statement of Goals and Objectives It is the goal of the Delano Elementary School District to implement the developmental, accelerated, and preventative

More information

Common Core Writing Rubrics, Grade 4

Common Core Writing Rubrics, Grade 4 Common Core Writing Rubrics, Grade 4 The following writing rubrics for the Common Core were developed by the Elk Grove Unified School District in Elk Grove, California. There are rubrics for each major

More information

GROWING SUCCESS. Assessment, Evaluation, and Reporting in Ontario Schools First Edition Covering Grades An Introduction for the School Community

GROWING SUCCESS. Assessment, Evaluation, and Reporting in Ontario Schools First Edition Covering Grades An Introduction for the School Community GROWING SUCCESS Assessment, Evaluation, and Reporting in Ontario Schools First Edition Covering Grades 1-12 An Introduction for the School Community 2 Implementation: September 2010 Growing Success: Purposes

More information

Student Learning Goals Handbook

Student Learning Goals Handbook Student Learning Goals Handbook Contents Overview... 3 High-Quality Student Learning Goals... 4 Roles in Student Learning Goal Process... 7 Teacher... 7 Peer Reviewer(s) and/or Professional Learning Community

More information

Reading Standards for Literature

Reading Standards for Literature Reading for Literature ELACC3RL1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 11/5/2012 1 Reading

More information

A Parent Guide to Understanding the English Language Arts Common Core State Standards Report Card

A Parent Guide to Understanding the English Language Arts Common Core State Standards Report Card 2013-2014 A Parent Guide to Understanding the English Language Arts Common Core State Standards Report Card School District Of Holmen Common Core State Standards Initiative Grade 1 This information is

More information

Benchmark Assessment

Benchmark Assessment Assessment Blackline Masters Level 4 Doug Fuchs Lynn Fuchs Columbus, Ohio SRAonline.com Copyright 2008 by SRA/McGraw-Hill. All rights reserved. The contents, or parts thereof, may be reproduced in print

More information

Some students are engaged in learning, but others do not respond to instructional strategies focused on the class as a whole.

Some students are engaged in learning, but others do not respond to instructional strategies focused on the class as a whole. Piedmont/California Standards for the Teaching Profession Self-Assessment Continuum of Teaching Practice Standard 1 P/CSTP: Engaging and Supporting All Students in Learning 1.1 Using knowledge of students

More information

Plan for Improving the District s Elementary Math Program

Plan for Improving the District s Elementary Math Program Plan for Improving the District s Elementary Math Program Rhonda B. Cohen, PhD, Director of Teaching and Learning Amherst School Committee Meeting Presentation May 15, 2012 Overview 1. Curriculum review

More information

2415.03 HIGHLY QUALIFIED TEACHERS (M)

2415.03 HIGHLY QUALIFIED TEACHERS (M) 2415.03/Page 1 of 7 2415.03 M Introduction The No Child Left Behind Act (NCLB) of 2001 requires all teachers be or become highly qualified in the core academic content area(s) they teach. New, newly hired

More information

Updated Question and Answers about the Illinois Common Core Standards

Updated Question and Answers about the Illinois Common Core Standards Updated 11 22 13 Question and Answers about the Illinois Common Core Standards Information Regarding the Illinois Common Core English Language Arts Standards The Illinois Learning Standards, based on the

More information

Colorado Academic Standards-Aligned Assessments

Colorado Academic Standards-Aligned Assessments Parents Guide to New Assessments IN COLORADO Colorado adopted new academic standards in 2009 and 2010 in all subject areas. Known as the Colorado Academic Standards (CAS), these standards include the Common

More information

January 2015. Dear Parents and Guardians,

January 2015. Dear Parents and Guardians, January 2015 Dear Parents and Guardians, The kindergarten progress report handbook that is attached was written to acquaint parents with the design and purpose of the kindergarten progress report. In addition,

More information

Writing Worth Doing. Writing for College & Career Success

Writing Worth Doing. Writing for College & Career Success Writing Worth Doing Writing for College & Career Success audiencetaskpurposediscipline Writing Worth Doing ISA s four-year portfolio writing program, Writing Worth Doing, supports writing as daily practice

More information

Mathematics Preliminary Teaching Event Candidate Handbook. Department of Secondary Education California State University, Northridge

Mathematics Preliminary Teaching Event Candidate Handbook. Department of Secondary Education California State University, Northridge Mathematics Preliminary Teaching Event Candidate Handbook Department of Secondary Education California State University, Northridge Adapted from the Mathematics Teaching Event Candidate Handbook, PACT

More information

PARENTAL INVOLVEMENT

PARENTAL INVOLVEMENT PARENTAL INVOLVEMENT The Board of Education believes that positive parental involvement is essential to student achievement, and thus encourages such involvement in school educational planning and operations.

More information

Requirements & Guidelines for the Preparation of the New Mexico Online Portfolio for Alternative Licensure

Requirements & Guidelines for the Preparation of the New Mexico Online Portfolio for Alternative Licensure Requirements & Guidelines for the Preparation of the New Mexico Online Portfolio for Alternative Licensure Prepared for the New Mexico Public Education Department Educator Quality Division http://www.ped.state.nm.us/

More information

Salt Lake City School District Student Learning Objectives (SLOs) Writing Template

Salt Lake City School District Student Learning Objectives (SLOs) Writing Template This SLCSD SLO Writing Template is to be used by educators writing SLOs as a measure of student growth for educator evaluation. Course/Grade Level Information Course name 3D Animation Brief course description

More information

A GUIDE TO THE SHIFTS IN THE ELA COMMON CORE STATE STANDARDS

A GUIDE TO THE SHIFTS IN THE ELA COMMON CORE STATE STANDARDS A GUIDE TO THE SHIFTS IN THE ELA COMMON CORE STATE STANDARDS English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Introduction Building on the strength of Delaware

More information

FOSS and Common Core ELA Grade 4

FOSS and Common Core ELA Grade 4 Contents Introduction...1 Reading Standards for Informational Text...4 Reading Standards: Foundational Skills...8 Writing Standards... 10 Speaking and Listening Standards... 16 Language Standards... 22

More information

School Levels of Support. By Dr. Kristine Harms

School Levels of Support. By Dr. Kristine Harms School Levels of Support By Dr. Kristine Harms By definition : A priority school is a school whose overall score on the School Performance Index is at/or below the 5 th percentile. The total number of

More information

College and Career Readiness Anchor Standards for Reading

College and Career Readiness Anchor Standards for Reading Anchor Standards for Reading Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking

More information

Crosswalk of InTASC Model Core Teaching Standards to Educator Competencies for Personalized, Learner-Centered Teaching

Crosswalk of InTASC Model Core Teaching Standards to Educator Competencies for Personalized, Learner-Centered Teaching Appendix D Crosswalk of InTASC Model Core Teaching Standards to Educator Competencies for Personalized, Learner-Centered Teaching Background on the InTASC Model Core Teaching Standards: The Model Core

More information

Supporting New Teachers

Supporting New Teachers Supporting New Teachers What is Share My Lesson? Share My Lesson is a place where anyone who works with students inside or outside of schools can come together to share their very best resources. Developed

More information

To date, more than 45 states and the District of Columbia have adopted the CCSS.

To date, more than 45 states and the District of Columbia have adopted the CCSS. Parents Guide to New Assessments IN Illinois In 2010, Illinois began implementing the Common Core State Standards (CCSS). The CCSS provide a consistent, clear understanding of what students are expected

More information

Executive Summary. Rosemary Middle School

Executive Summary. Rosemary Middle School Georgetown County School District Mr. Michael J Caviris, Principal 12804 County Line Road Andrews, SC 29510 Document Generated On March 28, 2013 TABLE OF CONTENTS Introduction 1 Description of the School

More information

Japanese International School. Assessment Recording and Reporting Policy

Japanese International School. Assessment Recording and Reporting Policy Japanese International School Assessment Recording and Reporting Policy 1.0 Philosophy and beliefs Through a positive learning environment, the Japanese International School respects the diversity of its

More information

Bedford Public Schools

Bedford Public Schools Bedford Public Schools Grade 3 English Language Arts The third grade program is an integrated study of communication skills that includes reading, writing, speaking, and listening. Building on grade two

More information

CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE)

CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) The Teaching Performance Expectations describe the set of knowledge, skills, and abilities that California expects of each candidate for a Multiple

More information

HOMEWORK PROGRAM JANUARY, 2002 HOMEWORK PHILOSOPHY STATEMENT

HOMEWORK PROGRAM JANUARY, 2002 HOMEWORK PHILOSOPHY STATEMENT JANUARY, 2002 HOMEWORK PHILOSOPHY STATEMENT Well chosen, clearly communicated homework is an integral part of the instructional process. Challenging homework assignments help students learn. Homework that

More information

REGULATION ANNE ARUNDEL COUNTY PUBLIC SCHOOLS

REGULATION ANNE ARUNDEL COUNTY PUBLIC SCHOOLS Page 1 of 19 REGULATION ANNE ARUNDEL COUNTY PUBLIC SCHOOLS Related Entries: Policy II, Policy 608.07, Policy IN, Reg. JB-RA Responsible Office: ASSOCIATE SUPERINTENDENT FOR SCHOOL PERFORMANCE A. PURPOSE

More information

Principal Appraisal Overview

Principal Appraisal Overview Improving teaching, leading and learning T e x a s P r i n c i p a l E va l u a t i o n S y s t e m Principal Appraisal Overview Design and Development a collaborative effort McREL International Texas

More information

Common Core Writing Rubrics, Grade 3

Common Core Writing Rubrics, Grade 3 Common Core Writing Rubrics, Grade 3 The following writing rubrics for the Common Core were developed by the Elk Grove Unified School District in Elk Grove, California. There are rubrics for each major

More information

ReadyGEN Grade 4, 2016

ReadyGEN Grade 4, 2016 A Correlation of Grade 4, To the Introduction This document demonstrates how, meets the College and Career Ready. Correlation page references are to the Unit Module Teacher s Guides and are cited by grade,

More information

A Scho ol Reform Framework for Improving Adolescent Literacy for All Students

A Scho ol Reform Framework for Improving Adolescent Literacy for All Students The Content Literacy Continuum: A Scho ol Reform Framework for Improving Adolescent Literacy for All Students B. Keith Lenz, Barbara J. Ehren, and Donald D. Deshler Making the commitment to improve literacy

More information

ALIGNMENT TO STANDARDS BASED INSTRUCTION. The Charlotte Danielson Framework for Effective Teaching and Standards Based Instruction

ALIGNMENT TO STANDARDS BASED INSTRUCTION. The Charlotte Danielson Framework for Effective Teaching and Standards Based Instruction ALIGNMENT TO STANDARDS BASED INSTRUCTION The Charlotte Danielson Framework for Effective Teaching and Standards Based Instruction The purpose of the Danielson Framework for Effective Teaching is to increase

More information

Williamsburg-James City County Public Schools. Teacher Evaluation System

Williamsburg-James City County Public Schools. Teacher Evaluation System Williamsburg-James City County Public Schools Teacher Evaluation System September 2016 Table of Contents Part I: Introduction and Process Introduction...5 Purposes...5 Identifying Teacher Performance Standards...6

More information

The contents of this guidebook were developed under a Race to the Top grant from the Department of Education. However, those contents do not

The contents of this guidebook were developed under a Race to the Top grant from the Department of Education. However, those contents do not 1 EDITION II The contents of this guidebook were developed under a Race to the Top grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department

More information

English Language Proficiency Standards

English Language Proficiency Standards Introduction to the English Language Proficiency Standards Purpose All Inclusive English Language Proficiency Standards Guidance Document The ELP Standards provide prerequisite language skills for English

More information

KDE Comprehensive School. Improvement Plan. Montgomery County Intermediate School

KDE Comprehensive School. Improvement Plan. Montgomery County Intermediate School KDE Comprehensive School Improvement Plan Montgomery County Schools Mark Crain, Principal 37 North Maysville Mt Sterling, KY 40353 Document Generated On January 4, 2016 TABLE OF CONTENTS Introduction 1

More information

Student Learning Goals Handbook

Student Learning Goals Handbook Student Learning Goals Handbook Table of Contents Student Learning Goals Handbook... 1 Overview... 3 High-Quality Student Learning Goals... 4 Roles in Student Learning Goal Process... 7 Teacher... 7 Peer

More information

Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University

Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University A. A description of how the proposed program has been revisioned to reflect

More information

Principles of Data-Driven Instruction

Principles of Data-Driven Instruction Education in our times must try to find whatever there is in students that might yearn for completion, and to reconstruct the learning that would enable them autonomously to seek that completion. Allan

More information

School policy on the teaching of phonics, reading and writing

School policy on the teaching of phonics, reading and writing School policy on the teaching of phonics, reading and writing Our pupils learn to read and write effectively and quickly using the Read Write Inc. Phonics programme. They progress onto Read Write Inc.

More information

Topic #4: Goals, Objectives, Outcomes, Progress, and Action Plans Program Examples

Topic #4: Goals, Objectives, Outcomes, Progress, and Action Plans Program Examples Planning in Head Start Topic #4: Goals, Objectives, Outcomes, Progress, and Action Plans Program Examples The Head Start planning system and its related activities are an essential part of program operations.

More information

Parent Guide for the Elementary Report Card

Parent Guide for the Elementary Report Card Parent Guide for the Elementary Report Card Baltimore County Public Schools As curriculums are changing, so are report cards. 1 Introduction The updated report card that you are receiving this year was

More information

Prove Your Point [10th grade]

Prove Your Point [10th grade] Trinity University Digital Commons @ Trinity Understanding by Design: Complete Collection Understanding by Design 7-2012 Prove Your Point [10th grade] Ashley Davis Trinity University Follow this and additional

More information

Common Core Writing Rubrics, Grade 6

Common Core Writing Rubrics, Grade 6 Common Core Writing Rubrics, Grade 6 The following writing rubrics for the Common Core were developed by the Elk Grove Unified School District in Elk Grove, California. There are rubrics for each major

More information

MO DEPT ELEMENTARY AND SECONDARY EDUCATION SCHOOL YEAR: 2009-2010 DISTRICT: 061-150 ATLANTA C-3 BUILDING: 4020 ATLANTA ELEM.

MO DEPT ELEMENTARY AND SECONDARY EDUCATION SCHOOL YEAR: 2009-2010 DISTRICT: 061-150 ATLANTA C-3 BUILDING: 4020 ATLANTA ELEM. Run Date: 04-21-2010 Run Time: 11:09:35 Submitted Not Submitted Date: MO DEPT ELEMENTARY AND SECONDARY EDUCATION EPEGS Schoolwide Program Plan SCHOOL YEAR: 2009-2010 DISTRICT: 061-150 ATLANTA C-3 BUILDING:

More information

Reading Recovery and Common Core State Standards

Reading Recovery and Common Core State Standards Reading Recovery and Common Core State Standards Background Across the U.S., most states are adopting the Common Core State Standards so that teachers and parents have a common understanding of what students

More information

Parent Handbook for the Six Traits of Writing

Parent Handbook for the Six Traits of Writing Parent Handbook for the Six Traits of Writing This handbook has been created to help parents understand the Six-Traits of Writing and how they are used to assist students in the writing process. This information

More information

a. What is the period of validity for an educator s license? Less than 5 years 5 years X 3 Greater than 5 years

a. What is the period of validity for an educator s license? Less than 5 years 5 years X 3 Greater than 5 years I. Teacher Preparation A. Elementary School Licensure Requirements 1. Licensure Grade Levels 1 a. Does the state offer an Early Elementary Education credential (Preschool/Kindergarten to Grade 2/3)? b.

More information

Section Two: Ohio Standards for the Teaching Profession

Section Two: Ohio Standards for the Teaching Profession 12 Section Two: Ohio Standards for the Teaching Profession 1 Teachers understand student learning and development and respect the diversity of the students they teach. Teachers display knowledge of how

More information

a. What is the period of validity for an educator s license? Less than 5 years 5 years X 1 Greater than 5 years

a. What is the period of validity for an educator s license? Less than 5 years 5 years X 1 Greater than 5 years I. Teacher Preparation A. Elementary School Licensure Requirements 1. Licensure Grade Levels 1 a. Does the state offer an Early Elementary Education credential (Preschool/Kindergarten to Grade 2/3)? b.

More information

THE FRAMEWORK FOR INSTRUCTIONAL COACH ENDORSEMENT GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION

THE FRAMEWORK FOR INSTRUCTIONAL COACH ENDORSEMENT GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION THE FRAMEWORK FOR INSTRUCTIONAL COACH ENDORSEMENT GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION TABLE OF CONTENTS Definition of an Endorsement Certificate... 3 Introduction to Instructional Coach Endorsement

More information

ADMINISTRATIVE GUIDELINE. Title: Suggested Homework Practices

ADMINISTRATIVE GUIDELINE. Title: Suggested Homework Practices ADMINISTRATIVE GUIDELINE Title: Suggested Homework Practices Effective Date: April 28, 2009 Responsibility: Superintendent of Program and Schools SUGGESTED HOMEWORK PRACTICE. In response to the concerns

More information

Homework Policy. 25 Aug. 15, Version 1

Homework Policy. 25 Aug. 15, Version 1 Homework Policy 25 Aug. 15, Version 1 Relevant legislation and policy Section 427: Homework guidelines for State schools (1) The chief executive may make guidelines about homework for state schools. (2)

More information