Communication Plan Riverfield 2015

 Progress Reports three times a year  Conferences twice a year  Infinite Campus STAR (Reading) data  I-Ready (Mathematics) data How do you find about your child’s achievement?

 Year 1 – Observing, listening, and learning – met with over 120 people throughout the year  Year 2 – Curriculum Map – Instituted a plan to ensure all students were receiving the complete FPS curricula  Year 3 – All grade levels producing monthly newsletters and improving communication with Infinite Campus  Year 4 – Improving communication of academic achievement throughout the year  Year 5 – Set new goals for Riverfield Entry Plan

 Each grade level will send out a newsletter on the first Friday of the month (began last year).  The office will be communicating through Infinite Campus when a grade level moves into a new unit of study in mathematics ( began this year).  The office will communicate through Infinite Campus monthly or when needed. Entry Plan Year 3 and 4 The staff began working on a comprehensive communication plan last year.

 Parents will be receiving selected assignments, which will have a rubric attached to them.  Your role in this work is to review the work with your child/children and then return it to their classroom teacher. Communicating Achievement

 Teachers DO NOT make copies of this work and it is important that it is returned to school. These assignments create students’ articulation folders that are passed to the next year’s teacher.  If an assignment is not returned to school, teachers will not be sending future rubrics home and parents will have to see their child’s work at conferences. Assignments Must be Returned to School

 The assignments listed on the following slides will be the ones coming home. Each sample of work will have a student’s reflection and effort score for their work on the assignment.  Teachers will score your student’s work on the rubric as well as provide a goal or written feedback. Student Assignments

 Reading – November: CAPT Concepts about Print; February and May: Fountas and Pinnell Benchmark  Mathematics – End of unit assessment rubrics (three times a year)  Writing – December: Weekend news portfolio; February/ March: Process piece; May: On demand Kindergarten Assessments

 Reading – November, February, and May: Rubric on Fountas and Pinnell Benchmark  Mathematics – End of unit assessment rubrics (6 times a year)  Writing – December: Weekend news portfolio; February/ March: Process piece; May: On demand Grade One Assessments

 Reading – Responses to reading twice a month  Mathematics – End of unit assessment rubrics (6 times a year), basic fact fluency (monthly)  Writing – Four writing selections per year (2 Process pieces, 2- On demand)  Science – End of unit assessments/performance tasks (3 times a year)  Social Studies – Performance task (2 times a year) Grades Two – Five Assessments

 These assignments are samples of your student’s work and do not include the entire body of work that students complete in their classrooms. IMPORTANT !

Effort Exceeding (E) Meeting (M) Progressing (P) Does Not Meet (N) 1 – Satisfactory 2 – Needs Improvement Student independently demonstrates full and complete understanding of all concepts and strategies Student demonstrates reasonable understanding of essential concepts and strategies with limited support Student demonstrates partial understanding of concepts and strategies with frequent support Student demonstrates minimal understanding of concepts and strategies and requires consistent support Two thumbs upOne thumb upThumb sideways Sample of Rubrics Grade 1

Sample of Rubrics Grades 2-5 Effort ExceedingMeetingProgressingDoes Not Meet Student independently demonstrates full and complete understanding of all concepts and strategies Student demonstrates reasonable understanding of essential concepts and strategies with limited support Student demonstrates partial understanding of concepts and strategies with frequent support Student demonstrates minimal understanding of concepts and strategies and requires consistent support Effort ExceedingMeetingProgressingDoes Not Meet Student independently demonstrates full and complete understanding of all concepts and strategies Student demonstrates reasonable understanding of essential concepts and strategies with limited support Student demonstrates partial understanding of concepts and strategies with frequent support Student demonstrates minimal understanding of concepts and strategies and requires consistent support Student Teacher

 On our WEB site under “Definition of Assessment Tools”, there is a brief definition of assessments that we utilize to inform our instruction.  These assessments are not the only tools used to assist teachers but are the tools that are standard within the FPS district. Definition of Assessments

Additional literacy assessments include:  running records  reading inventories and surveys  individual reading conferences  anecdotal records  student observation  written and oral responses to reading These assessments are informal and ongoing throughout the year. Additional Literacy Assessments

 you are patient with this new process and support the staff in this work.  you talk about your child’s work and return it to school.  this will keep you more informed about your child’s progress.  this communication plan does not generate more s to teachers than necessary. We are hopeful that…

Please remember that each student is on a journey of learning. If we are concerned about your child’s achievement, we will let you know. Thank you for coming and being invested in our work! In Conclusion