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LITERACY PERFORMANCE EXPECTATIONS FOR ALL STUDENTS

GRADES K-6

 

Identificationof At-Risk Students:   Fluent English andEnglish Learners

Students are considered in need ofadditional support in literacy if they are not meeting grade-level expectationsin literacy.   During this transition year toward the expectations of the CommonCore State Standards we will continue to utilize Fountas and Pinnell as a keyindicator as noted below.  Beginning at Grade 1, an Intervention Plan must bedeveloped and implemented for each student who is Below and Far Below GradeLevel Expectations to define:

1. The intervention recommendations

2. Which interventions the student will receive

3. When progress monitoring will take place

4. The roles and responsibilities of each stakeholder in the learningprocess.

 
Literacy RetentionConsiderations

Grade 1 and Grade 3 students who areFar Below Expectations at the end of theschool year may be retained.  Except in specific circumstances,retention for English learners in first grade is not recommended.  Even though Intervention Plans are notrequired for at-risk Kindergarten students, teachers should discuss studentprogress in relation to grade level expectations during parent conferences.  Retention is strongly discouraged.

 

Click here to view the new San Diego Unified School District End of Year Reading Expectations.
 
 
 

MATH PERFORMANCE EXPECTATIONS FOR ALL STUDENTS

GRADES K-6

 

Identificationof At-Risk Students:

Students are considered in need ofadditional support in mathematics if they are not meeting grade-level expectationsin mathematics. Beginning at Grade 1, an Intervention Plan must be developed and implemented  for each student who is Below and Far BelowExpectations to define:

1. Intervention recommendations

2. Which interventions the student will receive

3. When progress monitoring will take place

4. The roles and responsibilities of each stakeholder in the learningprocess

 A student is considered below basic andat-risk when he/she rarely meets grade-level expectations as demonstrated by avariety of work, and progress monitoring which shows minimal evidence of growthand understanding and use of grade-level concepts. 

 
Math Indicators May Include:

·       Data from End-of-Topic Multiple Choice Assessments (Gr. 3-5)

·       Data from End-of-Module Multiple Choice Assessments (Gr. 6)

·       Measures of Academic Progress (MAP) for mathematics(performance expectations provided below)

·       Classroom test and quiz data; Exit Slips; Quick Writes; MathJournals

·       Progress monitoring measures linked to Intervention Plansand specific goals

·       Teacher observation of student performance

·       Alternative Assessments; Performance Assessments

 

Math RetentionConsiderations

Grade 1 and Grade 3 students who areFar Below Expectations at the end of theschool year may be retained.   Exceptin specific circumstances, retention for English learners in first grade is notrecommended.

 

Learning Contracts

 
The policy of San Diego UnifiedSchool District is to ensure the academic success of every student.
 
A Learning Contract is developedfor each student who is at risk of not meeting grade level standards in reading and in math.  Thecontract includes the intervention programs and strategies that the teacher(s)and school will provide to help the student succeed, what the child andparent/guardian will work on at home, and how the teacher will keep theparent/guardian informed about the child’s progress.
 
After using assessment data toidentify students who need additional academic or behavioral interventions, usethe paper contract form to identify interventions, support plans, andparent notification.
 
Each school in the district isworking with children, parents, and guardians to help students succeedacademically and meet state grade-level standards.  These standards are what weexpect students to know and be able to do at each grade level. San DiegoUnified School District is committed to providing all children with theinstructional supports they need to be able to perform at grade level. 

Family involvement plays acritical role in children’s success at school.  For students to improve theiracademic performance, it is essential that their schools and families worktogether to provide encouragement and support.  Learning Contracts are designedto help students, their families, and schools become effective partners so allstudents can achieve at higher levels. 

The Learning Contract lists thetest results used to evaluate your child’s academic performance as well asacademic interventions and supports your child will receive this year.

 

At-RiskIdentification, Intervention, and Support Timeline:  Grades 1-5

 
  • During the first four weeks of student enrollment, allfamilies will receive the district’s promotion/retention policy, in the Factsfor Parents Handbook.


  • No later than the tenth week of enrollment, the classroomteacher will Formally identify at-risk students based on assessment informationand objective progress monitoring data; ensure that students who were promotedlast year “with interventions” are included in the identification process.   Based on California Education Code 48070.  Classroom teachers will also Notifyparent(s)/guardians(s) of student’s at-risk status and initiate appropriateinterventions based on students’ identified need.


  • No later than four (4) weeks following the end of the firstgrading period OR within four (4) weeks of identification for newly enrolledstudents, the classroom teacher will convene and conduct meetings/ conferenceswith parent(s)/ guardians(s) to document student’s at-risk status; develop an interventionplan; and obtain signatures by teacher, student, and parent/guardian.


  • Ongoing, the classroom teacher will implement student interventionsoutlined in the intervention plan through the Elementary Learning Contract, assessstudent and maintain progress monitoring data, communicate withparent(s)/guardians(s) concerning the student progress, and document eachcommunication and/or parent meeting.   The classroom teacher will request an Instructional Support Team Meeting forstudents who may not reach the end of year expectation in reading or math.


  • At the end of the second grading period, parents will beinformed of student progress through the Second Elementary Report Card.   The classroom teacher will conduct problem solvingmeetings/conferences with parent(s)/guardians(s) to discuss student learning asevidenced by progress monitoring data.


  • During the last four weeks of school, the classroom teacherwill inform parents of at-risk students regarding their decision to promote/retain.