GROWTH MINDSET: WITH TIME AND EFFORT I CAN IMPROVE!
MARK YOUR CALENDARS: QUASHNET SCHOOL/PTO ANNUAL CRAFT FAIR
SATURDAY, NOVEMBER 1, 2014--ALWAYS AN OUTSTANDING EVENT!!
REMINDER: IF YOU HAVE NOT DONE SO ALREADY, PLEASE CHOOSE A PARENT/TEACHER CONFERENCE APPOINTMENT--CLICK ATTACHED LETTER FOR THE WEB ADDRESS:
PLEASE JOIN US FOR "PAINT NIGHT" ON FRIDAY, NOVEMBER 14TH:
CLICK ON THIS LINK TO LEARN MORE AND REGISTER:
We thank our parents for demonstrating patience as we work through our standards-based reporting of student progress. Our biggest challenge seems to be related to our Power School reporting system. Teachers have embraced our shift from cumulative letter grades on assignments, assessments, and overall courses, to a system that measures a scholar's progress on each standard. However, we have found challenges in clearly communicating this progress to parents through Power School. We are continuing to work on the Power School side of the equation to make improvements that will allow parents to easily access and better understand their student's performance data. Scores reported communicate progress relative to specific criteria and standards rather than show a percentage of achievement on a combination of areas of learning. This is a significant mindset shift for all of us who went through school receiving cumulative letter grades. In order to best prepare our students for the future, it is more important that teachers, parents, and the students themselves know their specific strengths and weaknesses.
The teachers met last Monday to further discuss our standards-based scoring. Below are revised descriptors that we think are clearer for students and parents. Students who meet a grade-level standard/expectation with additional time and support would earn a "2." Earning a "3" is considered outstanding and shows that the learner is on track for academic success in the current year and beyond. A score of "3" or "4" is earned when a student, who after receiving instruction and practicing a designated skill, applies their learning independently. A student will only earn a "4" when he/she demonstrates/applies their learning by going above and beyond. A score of 100 on an assessment under our old grading system would be the equivalent of a "3" in our new standards-based system (assuming that the assessment was only measuring a single standard).
4: EXCEEDING GRADE-LEVEL STANDARD/EXPECTATION
3: MEETING GRADE-LEVEL STANDARD/EXPECTATION
2: PROGRESSING TOWARDS GRADE-LEVEL STANDARD/EXPECTATION
1: NOT YET MEETING GRADE-LEVEL STANDARD/EXPECTATION
X: NOT ASSESSED
The same descriptors are used for our special subjects as well--just with letters instead of numbers.
Please do not hesitate to contact me with any questions or concerns.
Have You Ever Wondered: Why is Fluency Important?
An analogy for understanding the relationship between excelling as a reader and the connection with fluency might be that fluency is to reading as body temperature is to your good health. It is one measure of whether or not there is something going wrong.
Fluent reading is not necessarily FAST reading. Reading should move along at an appropriate rate of speed reflecting the mood and expression of the text. Fluent reading rates differ for each grade level.
Children who read in a laborious manner, slowing or stopping to figure things out, will have difficulty comprehending text. This difficulty compounds as the student proceeds to higher grades and reads more complex texts. Lack of fluency adds extra stress to completing every school assignment and is not just evident during reading lessons or reading tests. Lack of fluency also contributes to the time it takes a child to complete homework.
Here are a few things a child can do to improve in fluency:
1. Before Reading: Skim and scan the text; then orally predict what the text will be about. That helps your child's brain get ready for a whole group of associated words s/he might need to read in the selection.
2. During Reading: Partner read aloud. Read the words together with both voices on. Your child should point to the text to keep you together. Don't stop for a phonics lesson. Just say the right word and point to the part the child should notice.
3. After Reading: Partner discuss; react to your reading, clarify and summarize the message. Look back in the text to find the part of the text that supports what you are talking about. Stop and talk often.
HALLOWEEN CANDY FOR OUR TROOPS
WANTED: Photos that include a family member who is a veteran or who is currently serving in the military—In preparation for our Veteran’s Day Assembly and Luncheon Celebration (Friday, November 7) we are requesting photographs of family members who have served or are currently serving in the military. Veterans do not have to be in uniform in the photo. Although not necessary, we would love it if our Quashnet families are also included in the photos with the veteran/active military family member. The people shown in the photo must be identified. Please send the photograph to school in an envelope that includes your child’s name and homeroom. We will do our best to get the photos back to you. If you are able to scan photos, you can e-mail them to email@example.com. All photos must be received by October 31. If your military family member is able to join us on November 7th (10 -12 noon), please call Mrs. Pagano in the main office (ext. 4189).