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The Professional Learning Community Process: Teachers work together to review the state curriculum and determine what is most essential. These are called essential outcomes. Essential outcomes are skills and knowledge in one discipline, that are transferable across disciplines. Each year the team reviews the past year and sets a new goal for success. That goal is called a SMART goal. It is Strategic, or based on data and considering the schools strategic plans.. It is measurable, again based on data. It is attainable. It is results-oriented. And it is time-bound. Teachers then work together to plan lessons and assess student learning in order to meet their goals. Below we have listed for each subject area, the SMART goal, the grading practices, and the essential outcomes. Some groups have listed how they plan to assess and review data as well. Please contact Dr. Battle, or the grade level administrator, if you have questions about the work of our Professional Learning Teams. SIXTH GRADE PLT INFORMATION 6th Math Norms Begin and end on time Be open and honest SMART Goals Long term By June 2011, 60% of current Level I and II 6ht grade students will move up one level as measured by NC EOG Scores. By June 2001, 50% of high Level III 6th grade students (having a scale score of 359-363) will move up to a Level IV as measured by 2011 NC EOG Scores. Short Term 60% of 6th grade students will have a minimum Blue Diamond score of 65% by the end of each quarter. 70% of 6th grade students will have a minimum quarterly exam grade of 70%. Common Grading Practices 10% Homework 25% Classwork 25% Quizzes and Projects (10 – 15 multiple choice word problems for a 50/50 grade) 40% Tests and Quarterly Exam (minimum failing grade of 60% entered at the end of the grading period) Common Assessments Unit Tests Quarterly Exams Quizzes Blue Diamond Pre-Assessment Data Analysis Use Blue Diamond system to scan quarter exams and degenerate data. Essential Outcomes Develop meaning for rational numbers Develop meaning for percents Solve problems involving perimeter/circumference and area of plane figures Develop meaning for the radius, diameter, chord, center, and circumference of a circle. Determine and compare experimental and theoretical probabilities for simple compound, independent, and dependent events. Develop fluency with permutations and combinations using lists tree diagrams, Fundamental Counting Principal, and Permutation Theorem. Solve one- and two-step equations and inequalities. Develop flexibility in solving problems by selecting appropriate strategies. 6th Language Arts Norms Be on time Be open and honest Don’t bring a problem unless you have a solution SMART Goals By the end of the 2010-2011 school year, we will increase the mean percent from 78.8% to 81.8 of 6th grade students scoring Level III or IV on the NC Reading Comprehension EOG. By the end of the 2010-2011 School year, 85% of sixth graders will understand the writing process and score a Level III or IV on the standard writing rubric. Common Grading Practices Common Assessments Data Analysis Essential Outcomes 6th Science PLT Norms Begin/end on time Be prepared with necessary materials Utilize written agenda Positive climate SMART Goals By the end of each quarter, 6th grade Science students will average 80% efficiency on quarter exams. Common Grading Practices Homework 10% Tests 25% Labs 20% Quiz 30% Quarter exam 15% Common Assessments Quarter Exam Blue Diamond Quiz Data Analysis Used Blue Diamond scores from 2009-2010 school year to set establish Smart Goal. Essential Outcomes Understanding how student health can be impacted by science safety. Scientific method and literacy Transfer of energy through systems Forces in the earth cause seismic activity Have an understanding of the solar system 6th Social Studies PLT Norms Be on time Be open and honest Don’t bring a problem unless you have a solution SMART Goals By the end of the 2010-2011 school year, 80% of 6th grade Social Studies students will demonstrate proficiency on Blue Diamond assessments and Quarter exams. Common Grading Practices Common Grading Practice established with two of the three Social Studies teachers. Common Assessments Data Analysis Essential Outcomes The learner will use the five themes of geography to answer geographic questions and analyze geographic concepts. The learner will assess the relationship between physical environment and cultural characteristics. The learner will analyze the impact of interactions between humans and their physical environments. The learner will identify significant patterns in the movement of people, goods, and ideas over time and place. The learner will evaluate the way that people make decisions about the allocation and use of economic resources. The learner will recognize the relationship between economic activity and the quality of life. The learner will assess connections between historical events and contemporary issues. The learner will assess the influence and contributions of individual and cultural groups in South America and Europe. The learner will analyze different forms of government. The learner will recognize the common characteristics of different cultures. The learner will assess the influence of major religions, ethical beliefs, and values on cultures in different societies. SEVENTH GRADE PLT INFORMATION 7th Grade Language Arts PLT SMART Goals 1. By the end of the 2010-2011 school year, we will increase the mean percent from 73.2 to 78 of seventh grade students scoring a level 3 or 4 on the NC reading Comprehension EOG. 2. All students, with the exception of perfect scorers, will score higher on the mid-year practice EOG than on the diagnostic pre-test administered at the start of the year. Grading policy Quizzes 30% Tests/projects 35% Class work 25% Homework 10% Tests include Quarter Exams, Tests, Project, and final writing assignments Any student who fails will receive no less than a 65% as their quarter average Failing grades will either be entered as a 50 or tweaked in the final average We will allow retests We will do everything in our power to avoid students having zeroes (working lunch, blue day, harbor day, etc.) Late work will have 15 points deducted We will give a interim and final grade for HW reading logs, instead of weekly grades No extra credit projects will be given, although extra credit points on quizzes are tests may be used Essential Outcomes Language Arts Essential Standards – 7th Grade Standard Prior Common Standard Example When taught? # Skills/Vocab. Assessment Argumentative Write an organized five- Essay State-mandated Throughout Writing / Persuasion paragraph essay either solving a organization, writing year problem or defending an thesis statement, assignments (4) opinion. The essay should RAFT, FEEDCATS include a hook, thesis statement, elaboration, and a persuasive conclusion. Grammar: Parts of a In the following sentence, Parts of speech, Grammar Blue Throughout Sentence identify the antecedent. Correct simple subject, Diamonds year (direct/indirect the verb tense error in the simple predicate, objects, predicate following sentence. subject-verb words, verb tense, agreement, antecedents, sentence types compound clauses/phrases) Vocabulary: Greek Identify the meanings of the Prefixes and Weekly Throughout and Latin word roots parts of this word: suffixes vocabulary year metacognition. quizzes Inference / Why did the main character …? Blue Diamonds, Fiction Prediction What would the author most Buckle Down Nonfiction likely say about …? Based on the Forms A&B, Q1 last paragraph, what is most Exam, Q2 Exam likely to happen next? Main idea and Which of the following best Blue Diamonds, Nonfiction supporting details represents the main idea of the Buckle Down selection? Which statement Forms A&B, Q2 would best be supported by the Exam details found in …? Author’s purpose What was the main purpose of Blue Diamonds, Fiction this selection (more specific Buckle Down Nonfiction than entertain, persuade, or Forms A&B Poetry inform)? Text Structure What was the author’s purpose Blue Diamonds, Nonfiction in starting the selection with the Buckle Down Poetry line …? Why are the words … in Forms A&B, Q2 italics? Exam, Q3 Exam Comparison Complete the following analogy Blue Diamonds, Fiction …. How did the main character’s Buckle Down Nonfiction mood change from the Forms A&B, Q1 Poetry beginning to the end of the Exam, Q2 Exam, story? Q3 Exam Literary Genres and What details show the reader Blue Diamonds, Fiction Elements that this is a science fiction Buckle Down Poetry selection? What is the effect of Forms A&B the setting on the mood of the Q1 Exam story? Which of the following would be a good example of allusion? 7th Grade Math PLT SMART Goals 1. At the end of each quarter, 80% of students will pass the quarterly exam. 2. At the end of each unit, 90% of students will pass the common unit test. 3. By June 2011, 60% of current level 1 and 2 seventh graders, will move up a level. 4. By June 2011, 50% of high level 3 7th grade students will move up to level 4 as measured by the EOG. Grading policy 1) HW, CW,. Quizzes and tests will be graded. 2) HW is graded based on completion, not accuracy. Syllabus Unit 1: Integers Unit 2: Number Theory and algebraic reasoning Unit 3: Decimals and equations Unit 4: Fractions and equations Unit 5: ratios and Proportions and percents Unit 6: Similar figures Unit 7: geometry Unit 8: data and statistics Unit 9: Linear Equations and inequalities 7th Grade Science PLT SMART Goal The number of students passing end of quarter exams will improve from 77% in 2009-2010 to 80% in 2010-2011. Essential Outcomes The nature of science: lab safety, metric system & the scientific method o Essential Outcome: Using the scientific method students will be able to solve problems that apply to real world situations. Earth: Atmosphere/Weather o Essential Outcome: Students will understand how humans impact air quality and how to be environmental stewards. o Essential Outcome: Students will be able to predict weather patterns and understand how the use of technology helps man to predict weather. Life: Human body systems o Essential Outcome: Students will understand the interdependence of the different systems of the human body and how lifestyle choices contribute to health and longevity. Life: Genetics – The science of heredity o Essential Outcome: Students should understand their inheritance of traits from parents and how this is common in all living things. o Essential Outcome: Students will understand the implications of current and future genetic research and development. Physical: Motion, forces, work and simple motions o Essential Outcome: Students will understand the effects of force and motion in their physical environment with an appreciation for those extensions from the subatomic to the cosmos. Grading System Classwork = 20% Homework = 10% Tests/Projects = 30% Labs = 20% Quizzes = 15% Notebooks = 5% 7th Grade Social Studies PLT SMART Goal 1) To identify key physical map characteristics with 80% accuracy by the completion of the 3rd quarter. 2) To identify ways people impact and develop cultures and regions with an 80% accuracy by the completion of the 3rd quarter. 3) To identify historical events and evaluate their relationship to current issues with 80% accuracy by the completion of the 3rd quarter. 7th Grade Social Studies PLT Essential Outcomes: Nine Essential Learning Outcomes for entire year (ELOs): 1) Read, create and analyze maps, globes, charts, databases, and other geographic tools. 2) Evaluate different cultural regions and the relation of the physical environment to their development. 3) Evaluate the human impact of the European slave trade and colonization on Africa. 4) Analyze the effects of war and health problems on population and agricultural production. 5) Discuss how Islam has been a significant force in the lives of the people, their culture, history and government from past to the present. 6) Analyze the significance of oil and the role it plays in the current political, economic, and religious conflicts in the region today. 7) Evaluate the specific political and economic systems of the India and how the area is dealing with modernization and globalization. 8) Describe the different types of government in East Asia and how these governments have affected the country’s economy. 9) Evaluate the impact of volcanoes, earthquakes, and tsunamis on the region. Grading practices EIGHTH GRADE PLT INFORMATION 8th Grade Language Arts PLT SMART Goal 82 % of 8th grade reading students will show proficiency in the EOG exam. Essential Outcomes Students will be able to... 1. Grammar: Understand and apply grammatical concepts, punctuation, and sentence structure. 2. Writing: Write an essay using proper structure and transitional phrases, and write a variety of papers using a thesis statement, elaboration and detail, examples and experiences, fluency, and logic through the research process and peer editing. 3. Poetry: Identify and appreciate the elements of poetry and types of poetry 4. Reading: Compare, analyze, and synthesize text. Read and comprehend a variety of genres. Apply structural analysis to increase vocabulary and improve reading skills. Grading Policy Homework 10% Class work 20% Quiz/ Projects/ Minor Assessments 30% Test/ Major Assessment - 40% Major projects and formal essays will be reduced a letter grade each day late. Homework assignments are worth half credit if not handed in on the assigned date. 8th Grade Math PLT: SMART Goals To increase the passing rate for Hispanic math students. To increase the proficiency of all students on goal 5 from % to %. 90% of all algebra students will show expected growth on the EOG and Algebra. Essential Outcomes Math 8 Students will 1) Have number sense for real numbers. 2) Be able to solve problems using appropriate methods and technology. 3) Apply and use concepts of direct & indirect measurement. 4) Use geometric properties & relationships to solve problems. 5) Collect, organize, analyze, and display data to solve problems. 6) Recognize relationships among verbal, tabular, graphic and algebraic representations of functions. 7) Have an understanding of linear functions. 8) Solve problems using linear functions. Algebra I Students will 1) Perform operations with numbers and expressions to solve problems. 2) Describe geometric figures in the coordinate plane algebraically. 3) Will use matrices to display and interpret data. 4) Perform operations with matrices. 5) Create linear models for sets of data to solve problems. 6) Use linear functions or inequalities to model and solve problems; justify results 7) Graph, factor, and evaluate quadratic functions to solve problems. 8) Use systems of linear equations or inequalities in two variables to solve problems. 9) Graph and evaluate exponential functions to solve problems. Grading Practices All classes - Tests 50% Quizzes 35% Practice (HW/CW) 15% Math 8 Tests and Quizzes will be graded on a 100-point scale, with the lowest grade being 60% Retests will be done when necessary & after consulting with PLT. Algebra Grades for Tests and Quizzes will range from 0% to 100%, with zeros being changed to 60s at the end of the quarter. Straight percentages will be used, with points distributed evenly between 0 and 100. Retests will be done when necessary & after consulting with PLT. 8th Grade Social Studies PLT: SMART Goal: 1) 80% of 8th grade students will show proficiency on blue diamond assessments. 2) 80% of 8th grade SS students will score a 77% or above on each of the common quarter assessments. Essential outcomes By the end of 8th Grade Social Studies, Students will 1. Explain how North Carolina has progressed from colonization to present time. a. Example or Rigor: Create a timeline of North Carolina history showing developments from 1492 until present time. (This can be created throughout the course, or at the end of the year as a culminating activity). b. Prior Skills Needed: Education concerning European Societies in the 1400s, and the migration of groups in the United States prior to 1492. Students will also need an understanding of North Carolina Geography. c. Common Assessment: Timeline activity, Cumulative Exam d. When Taught: Colonization will be taught in September, while other events will be taught throughout the school year. 2. Explain how North Carolina’s diversity influences the development of its culture, and political and economic systems. a. Example or Rigor: Study of the various immigrant groups in North Carolina and their impact on the state. Students will fill out graphic organizers concerning these groups and their impact. Important groups in North Carolina include: Native Americans, African Americans, Moravians, European groups (Scots-Irish, Germans, English Quakers), Asian Americans, Latin Americans. b. Prior Skills Needed: Knowledge of North Carolina Geography, understanding of reasons for immigration and emigration. c. Common Assessment: Trimester Exam and Blue Diamond d. When Taught: Native Americans: September, Other major groups: Throughout the curriculum. 3. Explain North Carolina’s Role in a Global Society. a. Example or Rigor: Debates of current issues in North Carolina including technology, immigration, changing economy, and environmental concerns. b. Prior Skills Needed: Geography, overall knowledge of NC and US history. c. Common Assessment: Blue Diamonds, debates, trimester exam. d. When Taught: May and June 4. Explain how North Carolina has influenced the development of American society. a. Example or Rigor: Essay concerning North Carolina’s involvement in national affairs throughout history. b. Prior Skills Needed: North Carolina Geography, United States history. c. Common Assessment: Essay, Final Exam. d. When Taught: Throughout Curriculum. 5. Explain how do individuals make a difference a. Example or Rigor: Chose a person in history, or in personal life to research. Why are they important to you, or to history in general. b. Prior Skills Needed: Ability to summarize and research. c. Common Assessment: Paper about impact of individual’s in history or in personal life. d. When Taught: Throughout Social Studies Curriculum, and through reading and personal experiences. 6. Explain how geography influences history. a. Example or Rigor: Map activities throughout the curriculum. Special focus on the differences of the regions in North Carolina. b. Prior Skills Needed: Map skills, including knowledge of the different types of maps, how to read a key, and how to correctly use a Map. c. Common Assessment: North Carolina Roadmap activity, “scrapbook” of maps throughout NC history- including major time periods. Graphic Organizers of different roles of each major region in North Carolina. d. When Taught: General Map skills are taught throughout the year. Roadmap activity is done in August. Regions of NC are taught in August and September. 7. Explain how the cultural identity of North Carolina has changed over time. a. Example of Rigor: Analyze the major time period of North Carolina and how people interacted with one another, and their communities. b. Prior Skills Needed: Understanding of Immigration and Emigration. c. Common Assessment: Final Exam, timeline, Blue Diamonds. d. When Taught: Throughout the School year. Common grading practices Classwork: 25% Homework: 10% Major Assessments: 40% Minor Assessments: 25% Students will have five school days to turn in assessments. Point deductions are possible. On assignments that fall in this category, students will be made aware via school notes or blackboard, as well as in class. Extra Credit will be available throughout the school year. 8th Grade Science PLT SMART Goals 1) Increase the mean percent correct on goal 5 from 65.3 to 70%. 2) Increase the mean percent correct on goal 7 from 57.3 to 60%. Essential outcomes: Standard Examples Prior Skills Common When Taught Assessment Scientific Literacy – Water quality issues Understanding of Final exam Throughout year the nature of science with healthy water scientific word EOG is dynamic and can be systems origins, i.e. Photo – BD all year used and applied in light everyday life Bio - life Hydro - water Scientific Method Collect, communicate Steps of the process Unit 1 Test Beginning of the and analyze data of the scientific Trimester Exam 1 year and then used scientifically method EOG throughout the year BD all year Elements form Interpret data from Structure of the atom Unit 2 Test Fall compounds that are periodic table – protons, neutrons, Trimester Exam 1 found in all living and C + O2 CO2 electrons, nucleus, EOG non-living substances Na = sodium which has electron cloud BD 1 and 2 11 protons and neutrons Matter can be neither created or destroyed Water has unique Real world water quality Water is a molecule Unit 3 Test Fall – Winter properties and is a issues Trimester Exam 2 precious resource - Where should Water is the EOG you place a necessary ingredient BD 3, 4 and 5 landfill? of life - What is eutrophication? The difference - What are the between fresh and indicators of salt water water quality? Earth is unique because of water Understanding how Given a cross section of Rock cycle and the 3 Unit 4 Test Winter - Spring organisms and land land, be able to use types of rock Trimester Exam 3 have changed over Laws of Stratigraphy EOG time Earth processes, BD 6 How chemical and such as the theory of physical weathering plate tectonics impacts land Impact of chemicals Biological Clear Unit 5 Test Spring on health and the magnification of misconceptions Trimester Exam 3 environment mercury and DDT about chemicals EOG BD 7 Understanding dosage and body weight with medicines Elements can be both necessary and harmful to life Cells are building Why is a cell the What is a Unit 6 Test spring blocks of life building block of life? plant/animal cell Trimester Exam 3 EOG Microorganisms can What is the difference Organelles of cells BD 8 impact human health between infectious and non-infectious? Difference between atoms and cells What is the difference between bacteria, virus Photosynthesis and and protists? respiration Common Grading practices Grades and Assessment Students will be assessed through tests, quizzes, projects, labs, journal reflections, and homework. Each category carries a separate weight. Labs, journal reflections and labs will be assessed using a holistic IB assessment rubric. Quiz 20% Classwork: 20% Tests/Projects: 30% Labs: 20% Homework: 10% Electives: Arts PLT: Visual Arts: Grading Policy Major tests 45% Artistic work habits 45% Quiz, tests, EC 10% Performing Arts (Teacher - Ms. Parrish): Grading Policy Tests 20% Classwork 40% Quizzes 10% Student Portfolio 25% Homework 5% _______________________________________________________________________________________ CTE PLT: SMART Goals BCT: 80% of BCT students will show proficiency on the state keyboarding exam. Keyboarding: At the end of each semester, 78% of the CTE Keyboarding students will show proficiency on the state keyboarding post assessment exam by scoring a 65 or higher. ESL PLT: SMART Goal 40% of all ESL students will make an improvement of one level on the reading portion of the ACCESS exam for LEP students. This will be an increase of 10% over last year. ESL 1: Students in ESL 1 will learn to read, to write, to speak, and to listen to the English language. Our primary text is the Inside textbook, level A. Reading: Our reading program includes fiction (fantasy, historical fiction, and realistic fiction) and nonfiction (informational texts, journals, magazine and newspaper articles, personal narratives, photo essays, science articles, and travel articles.) We will practice phonics and decoding skills and utilize sight word lists. Writing: We will write a variety of texts, including journals, reading logs, and personal narratives. Speaking and listening: We will practice phonemic awareness, phonics, and decoding skills. Grammar: We will study a variety of topics including: pronouns; present tense verbs; action verbs; negative sentences; Yes-or-No questions; regular Past Tense Verbs, There is – and – There are statements; Contractions; Plural Nouns; Helping Verbs; Capitalization Rules; Possessive Nouns; Infinitives. ESL 2: Students in ESL 2 will read, write, speak, and listen to the English language. Our primary text is the Inside textbook, level C. Reading: Our reading program includes Fiction, Nonfiction, Poetry, Lyrics, and Dramas. Reading strategies include planning, monitoring, making connections, and visualizing. Writing: We will write a variety of texts, including journals, reading logs, and personal narratives. Grammar: We will study a variety of topics including: sentence types; nouns; subject-verb agreement; subject pronouns; pronoun usage; helping verbs; adjective and adverbs. Grading Daily grade 10% Homework 10% Quizzes 20% Tests and Projects 30% Class Work 30% Healthful Living PLT: NORMS Sharing and focusing on the best teaching practices and ideas Positive attitudes Stick to the agenda PHYSICAL EDUCATION SMART GOALS By the end of the 6th grade physical education program, 90% of students will be able to describe the 3 components to improving cardiovascular fitness. Students will display this knowledge by scoring at least an 80% on the quarter test. Also, at least 85% of students will demonstrate cardiovascular fitness by reaching level 15 on the PACER test. By the end of the 7th grade physical education program, 80% of students will be able to describe the four components of physical fitness and give examples of each. By the end of the 8th grade physical education program, 90% of students will be able to complete at least one mile in the Cooper’s 12 minute run. By the end of the 8th grade physical education program, 80% of students will be able to describe the 4 ways muscular strength and endurance can be improved according to the overload principle. By the end of the 7th grade physical education program, 80% of students will be able to describe the frequency and duration needed to have a high level of cardiovascular fitness. Students will also be able to identify how to make flexible the essential muscle groups in the body. Students will demonstrate mastery of the knowledge by scoring at least 80% on the PE quarter test. HEALTH EDUCATION SMART GOALS By the end of the 6th grade Health Education unit of 30 days of instruction, 80% of all students will be able to identify the components of the new Food Guide Pyramid, six essential categories of nutrition, and the four components of physical fitness. The students will display this by scoring at least 80% on the final test and 80% on the Health quarter exam. By the end of the 7th grade Health Education unit of 30 days of instruction, 80% of all students will be able to identify the benefits of avoiding destructive behavior with regards to smoking, alcohol, other drug abuse, and risky behaviors. The students will display this by scoring at least 80% on the final test and 80% on the Health quarter exam. By the end of the 8th grade Health unit of 30 days of instruction, 80% of all students will be able to identify and sign or symptom of at least five communicable and five non-communicable diseases including mental/emotional disorders. The students will display this by scoring at least 80% on the final Health test and 80% on the quarter exam. ESSENTIAL OUTCOMES FOR PHYSICAL EDUCATION COMPETENCY GOAL 6: The learner will demonstrate competency in a variety of movement forms and proficiency in a few to gain competence towards lifetime physical activities (NASPE Standard 1). COMPETENCY GOAL 7: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities (NASPE Standard 2). COMPETENCY GOAL 8: The learner will exhibit a physically active lifestyle (NASPE Standard 3). COMPETENCY GOAL 9: The learner will show evidence of an acceptable level of health-related fitness and be familiar with factors that benefit performance (NASPE Standard 4). COMPETENCY GOAL 10: Exhibits responsible personal and social behavior that respects self and others at the same time as values physical activity for health, enjoyment, challenge, self-expression and/or social interaction (NASPE Standard 5 & 6). ESSENTIAL OUTCOMES FOR HEALTH EDUCATION COMPETENCY GOAL 1: The learner will develop knowledge and skills to enhance mental and emotional well-being. COMPETENCY GOAL2: The learner will develop knowledge and skills to enhance personal and consumer health. COMPETENCY GOAL 3: The learner will develop healthy and effective interpersonal communication and relationship skills. COMPETENCY GOAL 4: The learner will apply knowledge and behavior self-management skills to areas of nutrition and physical activity for healthy growth, development, and maintenance. COMPETENCY GOAL 5: The learner will choose not to participate in substance abuse. GRADING For the entire semester of Healthful Living, grading will be as follows: Physical Education Participation 17% Physical Education Classwork 15% Coach Schmalfeld’s Class for Dressing Out 11% Coach Miller Class for Dressing Out 11% Physical Education Quarter exam Health test 10% Creative Health Project 10% Health Notebook of all work 9% Health Quarter Exam 5% Special Programs PLT: SMART Goals By the end of the 2010-2011 School Year, all students with identified disabilities with IEP’s will show growth by an average of 5 points in the area of reading comprehension as measured by the EOG. By June 2011, The EasiIEP system will be used 100% of the time to maintain student records, increase compliance, and conduct all relative meetings. Norms Be On Time Listen To Others Stay On Topic. Common Grading Practices 6th grade CA’s use the weekly progress chart to determine weekly grades. 7th & 8th grade CA’s use a weekly point system to determine weekly grades. Common Assessments: All Special Ed. CA’s will have a common exam at the end of every quarter. Foreign Language PLT: Minutes from county wide FL meeting. Student Services PLT PLT Goals and Objectives: o The number of students with 10 + unexcused absences from 2009-2010 will decrease by 5% by the end of the year. o Reduce the number of discipline referrals for physical aggression/fighting/harassment so that 50% of first-time offenders do not become repeat offenders by the end of the year. Essential Outcomes: o Apply the Study Skills necessary for academic success at each level. o Seek information and support from faculty, staff, family, and peers. o Recognize, accept, respect and appreciate individual differences. o Demonstrate dependability, productivity, and initiative. o Demonstrate a respect and appreciation for individual and cultural differences o Develop an awareness of personal abilities, skills, interests, and motivations o Develop and implement an annual plan of study to maximize academic ability and achievement.
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