1. Parent-Teacher Conference & Report Cards Montclair Elementary Tuesday, Oct. 20, 2015

2. Vocabulary  reading  spelling  math  science  social studies  on grade level  below grade level  above grade level  homework agenda  homework folder  reading log

3. Reasons for having a conference Discuss student progress See samples of student work Parent Concerns Come with questions Teacher Concerns

4. call a teacher send a letter or an e-mail Include: Name Student name phone number day and time request an interpreter As a parent you can…

5. Additional Information November and January 15-20 minutes. Be on time!

6. Report Card Vocabulary grading scale letter grade quarters subjects ENCORE work habits Progress consistent inconsistent

7. Grading for K - 2 S+ Consistently meets objectives S Adequately meets objectives S- Inconsistently meets objectives N Has not met objectives * modified curriculum X having difficulty in this area

8. Grading Scale for 3 – 12 A = 90-100 Excellent B+ = 87-89Very Good B = 80-86Good C+ = 77-79Above Average C = 70-76Average D+ = 67-69Below Average D = 60-66Poor F = 0-59Failure

9. Elementary Subjects Language Arts: Reading Writing Listening Speaking Work Habits Conduct Fine Motor Skills Mathematics Science Social Studies ENCORE: Art Music / Strings P.E. Technology

10. When do Report Cards Typically Go Home ? First Quarter November 10 th (ends October 30 th ) Second Quarter February 9 th (ends January 29 th ) Third Quarter April 20 th (ends April 15 th ) Fourth Quarter June 17 th (ends June 17 th )

11. Some assessments you should know about…  PALS—measures upper-case and lower-case alphabet recognition, letter sound and beginning sound production, print and word awareness, rhyme awareness and nursery rhyme awareness. The assessment scores indicate children’s strengths and those areas that may require more direct attention.  CFA’s—Teacher made tests in content areas  WIDA ACCESS—measures English language growth  DRA—Reading Assessment that monitors growth in reading to determine if a student is reading below, on, or above grade level

12. DRA— Developmental Reading Assessment

13. Besides reading accurately, what else does a DRA check for? Retell/Summary: Beginning, middle, and end of a story in correct sequence; includes naming characters Reflection: What part did the student like, and why? Or in higher levels… what was the most important part of the story, and why? Connection in lower text levels: Can the student make a text-to-self connection? Predicting in higher text levels: Think about the title, what you’ve seen, and what you have read so far and tell me three things you think might happen…? Writing for higher level DRA’s includes giving Literal Comprehension from the story (“List 3 ways the bear was described”), and Interpretation (“Why do you think…?”)

14. Reading at home Visit a library Read for at least 30 minutes/day Ask questions before, during and after reading Can be in your native language! Look at the pictures. Tell the story through the pictures (In English or your native language). Practice and memorize sight words Read to your child in English or your native language! www.colorincolorado.org