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16 tayangan21 halamanThis is a sample long range plan.

Apr 03, 2014

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This is a sample long range plan.

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16 tayangan

This is a sample long range plan.

© All Rights Reserved

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- observation3reflection rosakleinman

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Student CG

On a sixth grade Easy CBM math assessment he scored 12/16 or 75%. On a seventh grade level he scored 50%. On the Spring 2013 Math MAP he placed 213 placing him in the 16th percentile.

Background Information

Currently lives with his mother. His parents are not together. He is an eighth grader. C has shown some aggressive behavior and also has a BIP. He is currently an 8th grader and is 13 years old. He is diagnosed with a Specific Learning Disability.

His strengths are in the subjects of math and science. He enjoys learning things in all academic subjects. He is strong in making friends and encouraging others. His weaknesses are in the subjects of reading and writing. He is easily frustrated and often avoids assignments that seem too hard. Q is very friendly and gets along with peers well. He has an eagerness to learn. Some of his weaknesses are in reading, math, and written expression.

Interests

He likes to spend his time doing things outside like hunting. He is interested in becoming an auto mechanic. C also really likes playing video games.

Source of Information

IEP Informal interview SCOIS Inventory Easy CBM math assessment MAP

QJ

On the Spring MAP Math he scored a 186 placing in the 1st percentile and on the PASS Math he scored 567. On a third grade fluency probe, he scored 45 points in 3 minutes. On a 2nd grade concepts probe, he scored 26 points in 8 minutes.

KS

Q currently lives with his mother and grandmother. He also has a younger brother that attends his same school. He is currently an 8th grader and is 15 years old. He is diagnosed with a Specific Learning Disability. K currently lives with his mother and

He likes doing hands on activities such automechanic work. He also enjoys most sports athletics.

placed him in the 1st percentile. On PASS he scored below basics in all subject areas. On a 3rd grade Easy CBM assessment, he correctly answered 44% correct. On Math Numbers and Operations, Geometry he answered 81% of the questions correct, and Math Numbers Operations and Algebra he answered 63% of the question correctly.

two younger siblings. He is currently an 8th grader and is 13 years old. He is diagnosed with a Specific Learning Disability and also a Speech or Language Impairment.

EW

When given a 5th grade math probe, E recently answered 6/16 (38%) questions correctly on Math Numbers and Operations. On a Math Geometry, Measurement, and Algebra assessment he scored 10/16 (63%) of questions correctly. On his spring 2013 MAP, he scored 198 placing him the 3rd percentile. On his PASS assessment

skills are definitely a strength. He is able to perform at grade level with science and social studies concepts. He also has strength in recognizing unfamiliar words, spelling, and oral reading. K struggles with his ability to express his knowledge with adequate detail. His math computation skills, reading, and written language skills are below grade level. E currently E is an lives with his extremely father. He has capable student another with a great sibling who deal of logical lives with his reasoning mother. He ability (when in often a compliant becomes mood). He defiant and loves to draw. currently has Some of the a BIP to help areas that E with this. He struggles is is currently an reading 8th grader and comprehension, is 14 years written old. He is expression, and diagnosed math. He is with a Specific easily distracted Learning and becomes

athletic trainer. He also enjoys listening to music, dancing, playing basketball, and video games.

E really enjoys playing video games and sports (football and basketball). He would like to become a professional football player and to study studio art. E also likes to listen to music and sing rap songs.

IEP EasyCBM math probes PASS MAP SCOIS Inventory Informal Interview

AG

His 2013 MAP score in the Spring was 203 which places in the 6th percentile. When given a 7th grade Numbers/Algebra Assessment, A correctly answered 6/16 or 38%. When given a 7th grade Numbers/Algebra/ Geometry assessment, A correctly answered 7/16 or 44%.

ND

On the Spring 2013 MAP scores he scored 209 which places him in the 11th percentile. When given a third grade CBM on Math Numbers and Operations, Geometry, and Math Numbers Operations and Algebra he answered 80% of the questions correctly.

AG is currently going through a rough time as his parents are getting a divorce. He has to decide which parent he wants to live with. He is also the only child. He is currently an 8th grader and is 14 years old. He is diagnosed with a Specific Learning Disability. N lives with his mother and father. He has 2 younger siblings. He is currently an 8th grader and is 14 years old. He is diagnosed with a Specific Learning Disability.

defiant when asked to do things which he does not want to do (this also makes getting accurate readings on scores and ability difficult). As teachers note that he is often excited to contribute to the class discussion. He often struggles with new concepts that require math calculation. A has weaknesses in math, reading, and written expression.

AG likes sports especially football and basketball. He is on the football team for school. In the future he would like to go into the construction field.

Ns teachers have described him as quiet and highly organized. In math, computation and math reasoning are his strengths.

N enjoys playing video games and being outdoors. In the future he would like to join the army. He also enjoys researching combat specialty jobs.

IEP MAP SCOIS Inventory Informal Interview Easy CBM Math probes

Student BH

On a 6th grade math computation she answered 11 out of 12 questions correctly.

Background Information

B lives with her mother and younger sister. She is currently an 8th grader and is 13 years old. She is diagnosed with a Specific Learning Disability.

Bs strongest subject is mathematics. She often struggles staying on task and is often unorganized.

Interests

B is very interested in singing and dancing. She also likes to spend time with her friends. She would like to attend a 4 year university and receive a degree in music. M loves animals and wants to receive a degree to become an assistant in animal care.

Source of Information

IEP SCOIS Inventory Informal Interview Easy CBM Math probes

MG

TH

On her 2013 MAP assessment she scored a 183 which places her in the 1st percentile. When given a 6th grade computation probe in Aimsweb, she answered 9 out of 20 questions correctly. On the concepts probe, she answered 4 out of 14 correctly. On her 2013 MAP test she scored a RIT score of 192. On a 8th grade AIMSweb probe (M-COMP), she answered 10 questions correctly in 10 minutes which placed her in the 10th percentile.

M lives with both of her parents. She has 3 other siblings. Her family just recently moved to SC. She is currently an 8th grader and is 13 years old. She is diagnosed with a Specific Learning Disability.

In math Ms strength is multiplication. Division, geometry, and fractions seem to be a weakness. She is also very quiet which makes it hard for her to make friends.

She lives with her mother. She recently just moved back into the district. She is currently an 8th grader and is 14 years old. She is diagnosed with a Specific Learning Disability.

Ts teachers noted that she is very friendly and polite. In the subject of math she struggles with math calculation and math reasoning.

T loves creating and writing her own stories. She would like to become a writer in the future.

Student CG Goal & Objective

Given a grade-level math assessment, C will solve 75% of the problems correctly as measured by curriculumbased assessment.

Appropriate/Relevant

This goal is appropriate and relevant for the student given that his current level of performance shows that on a 7th grade CBM he is able to answer 50% of the questions. To make this goal more relevant I would add the grade level that he should be tested. I would add Given a seventh grade-level math assessment.. I would also add a criterion and ending date to the IEP. I would have the goal be the following: Given a seventh grade-level math assessment, C will solve 75% of the problems correctly as measured by curriculum based assessments by the end of the school year for three consecutive trials. I feel that this goal is both relevant and appropriate. From this goal, many points come across clearly. You know the type of assessment, what grade level is expected, and what needs to increase.

Challenging

I would consider this to be a challenging goal for him. From what I have observed and based on his present level of performance having a goal of 75% of questions answered correctly would make this a challenge.

QJ

KS

In 34 weeks, using 7th grade Aimsweb math computation probe and 8 minutes to work, Q will increase his score from 9 to 18 points. In 34 weeks, given an 6th grade Aimsweb math concepts probe and 8 minutes to work, Q will increase his score from 8 points to 12 points. Given mathematical problems, K will identify money, solve problems with whole number, fractions, decimals, collected data, elapsed time, geometry and measurement using addition,

I feel that this would be challenging for this student. He would definitely show improvement in his computation and concept skills when he meets his goals for the year.

This goal is very appropriate and relevant based on the material that is covered in his math class. All of these topics are scheduled to be covered throughout the school year.

I feel that this will be a challenging goal for him to complete. I think that it is a good goal as getting at least 80% would be passing grades in his math class. Based on his present level

EW

subtraction, multiplication, and division with 80% accuracy or better as measured by a curriculum based assessment. Given a 6th grade math probe, E will solve 80% of the problems accurately as measured by curriculum based assessments.

of performance there are some topics that he will be challenged to meet this goal. I think that this goal would be pretty challenging for this student after looking at his present level of performance. Based on this information, on a 5th grade level his highest score was 63%. It seems ambitious that on a 6th grade level he would get 80% of question correctly.

AG

I feel that this goal is appropriate and relevant based on his previous performance. The only thing that I would add to this goal is a length of time and criterion. I would write the goal as follows: Given a 6th grade math probe, E will solve 80% of the problems accurately for three consecutive trials as measured by a curriculum based assessment by the end of the school year. Given direct instruction in the This goal is appropriate and area of math concepts and relevant since it is focusing applications, A will correctly on grade-level assessment answer 75% of questions on tests. Holding him to a grade an 8th grade pre-algebra of 75% or higher would have assessment. him passing his math class.

ND

Given mathematical problems, N will solve problems with whole numbers, fractions, decimals, collected data, elapsed time, geometry and measurement using addition, subtraction, multiplication, and division with 80% accuracy or better as measured by a curriculum based assessment.

This goal is very appropriate and relevant based on the material that is covered in his math class. All of these topics are scheduled to be covered throughout the school year.

I feel that this goal will be challenging for the student based on his present level of performance. Based on that information he was tested on a 7th grade level and the highest he tested was 44%. Having him reach a goal of at least 80% on each assessment will give him passing grades. I feel that this goal will be challenging for this student.

Student BH

By June 5 2014, given a 6 grade level math computation and concepts and applications probes, B will score 70% correct as measured by curriculum

th

Appropriate/Relevant

Based on this students present level of performance, I would say that this goal is not appropriate and relevant.

Challenging

I feel that this goal is not challenging enough for the student. Her present level of performance shows that shes currently answering

based measures.

MG

Given a 6th grade Aimsweb math probe and 8 minutes to work, M will increase her score from 4 points to 10 points.

TH

Given direct instruction in math computation, T will increase her score from 10 to 18 points using an 8th grade AIMSweb math probe and 10 minutes to work.

I feel that this goal is appropriate and relevant. I would add a few things to this goal to make it a little stronger. It would look something like this: Given a 6th grade Aimsweb math probe and 8 minutes to work, M will increase her score form 4 points to 10 points by the end of the school year for three consecutive trials. I feel that this goal is appropriate and relevant. I would add a few things to this goal to make it a little stronger. It would look something like this: By the end of the school year and receiving direct instruction in math computation, T will increase her score from 10 to 18 points using an 8th grade AIMSweb math probe and 10 minutes to work for 3 consecutive trials.

91% of questions correctly on a 6th grade CBM. To make this goal more challenging, I would test her on a 7th grade level and then re-write the goal. Based on her present level of performance, I would say that this will be a challenging goal. Increasing her score 6 points will be a challenge for her.

Based on her present level of performance, I would say that this will be a challenging goal. Increasing her score 8 points will be a challenge for her.

Language Arts

Group One: Student

EW

Present Level

When given a teachergenerated writing topic with on minute thin time and three minute to write, E wrote 16

Goals

When given a fifth grade reading passage, E will read 125 correct words per minute as well as answer 85% of comprehension

Appropriate/Challenging

total words with 13 correct words. He wrote three sentences one period. Given a 5th grade passage to independently read and answer questions, E answered 9/20 (45%) correctly. His RIT scored of 191 on the Spring MAP Reading places him into the 2nd percentile. QJ

Q currently reads on a 3rd grade level. On his Spring MAP Reading he scored a 179 which places him into the 1st percentile. On a 3rd grade fluency probe he reads 98 words correctly per minute. On a 3rd grade Maze passage, Q obtained a median score of 11 correct responses in 3 minutes. When given an open ended writing prompts, Q is able to write 24 correct writing sequence in 3 three minutes. He writes with little detail and has grammar errors.

questions correctly as measured by a curriculum based measurement. When given a teachergenerated topic, E will write a complete paragraph to include an introduction, at least three detail sentences and a conclusion with 80% accuracy based on basic conventions of grammar (spelling, punctuation, etc.) Reading Comprehension: In 34 weeks, Q will increase from 11 to 20 correct replacements in three minutes on selected 7th grade passages using CBM. Reading Fluency: In 34 weeks, using Aimsweb fluency passages, Q will increase from 87 words per minute to 100 words per minute. Written Expression: In 34 weeks, Q will achieve 28 correct writing sequences in three minutes using open-ended prompts using CBM.

CG

Present Level

Given an Easy CBM 5th grade passage, C answered 60% of the comprehension questions correctly. Given a 5th grade Maze passage form AIMS Web, he scored 94% and on a 7th grade Maze

Goals

Given a 7 grade passage, C will independently read and answer 75% of the questions correctly as measured by CBM. Given a writing prompt, C will compose a three paragraph essay that includes an introduction,

th

Appropriate/Challenging

BH

Passage scored 49% correct. On the Spring MAP Reading, he scored a 172 which places him into the 1st percentile. When given a teacher assigned prompt with 1 minute to think and 3 minutes to write, C wrote 34 words and 29 correct words. B has the most difficulty in the areas of decoding and comprehension. On her Spring MAP scores she scored a 183. When given a 3rd grade passage, B answered 55% of the comprehension questions correctly. B often struggles with organizing her ideas and getting them down on paper. When given 3 minutes to write she wrote 12 words.

body, and conclusion and uses basic grammar conventions such as capitalization, punctuation, and spelling with 75% accuracy as measured by CBA.

TH

One of Ts strengths is reading and she loves to write but receives support for written expression. Given teacher-generated topic and unlimited time to write, T chose not to complete the assignment. Once allowed to pick her topic she did begin to write but will errors in punctuation, capitalization, and grammatical errors.

Reading: By June 5, 2014 after reading a fourth grade passage, B will answer 16 out of 20 inferential, literal, and evaluate comprehension questions correctly as measured by a CBM. Writing: By June 5, 2014, when given a writing prompt, B will use a graphic organizer or outline to organize her ideas for writing a three paragraph essay with an introduction, body, and conclusion with 90% accuracy as assessed by a teacher writing rubric or checklist. Given a writing prompt and graphic organizer, T will compose a multi-paragraph essay that addresses the topic, has a clear introduction, at least 3 supporting details, a conclusion and utilizes correct spelling and punctuation with at least 85% accuracy, as measured by CBA.

When presented with a reading passage on a 4th grade level, N will compare and contrast settings, characters, and events and use that information to draw conclusion, retell the story including key details with 80% accuracy or greater and increase reading fluency from 115 correct words per minute to 125 or greater correct words per minute as measured by a curriculum based assessment.

Appropriate/Challenging

Month(s) Unit/Chapter Math Standard

5.OA- Operations and Algebraic Thinking 1. Use parentheses, bracket, or braces in numerical expressions, and evaluate expressions with these symbols. 5.NBT- Number and Operations in Base Ten 4. Use place value understanding to round decimals to any place.

The first two chapters are used as a review for all of the students. They cover basic steps that are necessary to move onto the harder topics that will be covered throughout the year. The topics that are reviewed are addition, subtraction, rounding numbers, simplifying expressions, etc. In order to reach the students goals these basic math concepts must be mastered. This topic is a stepping stone to get the

August, September

Chapter 1 and 2

October

Chapter 3

November, December

Chapter 4

January

Chapter 5

1. Write and evaluate numerical expressions involving whole-number exponents. 2. Write, read, and evaluate expressions in which letters stand for numbers. 6.EE- Expressions and Equations 2. Write, read, and evaluate expressions in which letters stand for numbers. 3. Apply the properties of operations to generate equivalent expressions. 4. Identify when two expressions are equivalent. 6.NS- The Number System 3. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

students to harder material that they will need to have in math class. This fits in with several of the students IEPs since they are to be tested using 6th grade math probes. This topic is a stepping stone to get the students to harder material that they will need to have in math class. This fits in with several of the students IEPs since they are to be tested using 6th grade math probes.

February

Chapter 6 and 7

6.NS- The Number System 4. Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor.

This topic is a stepping stone to get the students to harder material that they will need to have in math class. This fits in with several of the students IEPs since they are to be tested using 6th grade math probes. This topic is a stepping stone to get the students to harder material that they will need to have in math class. This fits in with several of the students IEPs since they are to be tested using 6th grade math probes.

March

Chapter 8

April

Chapter 9

7.NS-The Number System 1. Apply and extend previous understanding of addition and subtraction to add and subtract rational numbers; represent addition and subtractions on horizontal or vertical number line diagram. 7.NS- The Number System 2. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.

This topic is a stepping stone to get the students to harder material that they will need to have in math class. This fits in with several of the students IEPs since they are to be tested using 7th grade math probes.

May

This topic is a stepping stone to get the students to harder material that they will need to have in math class. This fits in with several of the students IEPs since they are to be tested using 7th grade math probes. These are both topics that the students have expressed interest in learning. Most of the students in this class struggle with these topics. Understanding time and money are valuable as these students will enter the real world.

Chapter 1- Review of Whole Numbers o Place Value o Comparing Numbers o Rounding o Addition o Subtraction o Estimating Sums and Differences o Multiplication o Using Exponents o Division

o Estimating Products and Quotients o Review Chapter 2- Number Expressions, Equations, Properties o Number Expressions o Simplifying Number Expressions o Expressions with Parentheses o Equivalent Number Expressions o Number Equations o Addition Properties o Other Properties o Review Chapter 3- Variable Expressions o Variable Expressions o Like Terms o Combining Like Terms o Evaluating Variable Expressions o Using More Operations o Using More Variables o Review Chapter 4- Variable Equations o Variable Equations o Equivalent Equations o Properties of Equality o Inverse Operations o Solving Equations by Subtracting o Solving Equations by Adding o Solving Equations by Multiplying o Solving Equations by Dividing o Using More Than One Operation o Review Chapter 5- Decimals and Algebra o Place Value o Rounding Decimals o Adding and Subtracting Decimals o Multiplying Decimals o Multiplying by Moving the Decimal Point o Dividing Decimals o Dividing by Moving the Decimal Point

o Scientific Notation o Simplifying Expressions o Evaluating Expressions o Solving Equations with Decimals o Review Chapter 6- Factors and Multiplies o Factors and Divisibility o Common Factors o Multiples o Prime and Composite Numbers o Prime Factorization o Review Chapter 7- Fractions and Mixed Numbers o Fractions o Mixed Numbers o Finding Mixed Numbers and Fractions o Equivalent Fractions o Finding Equivalent Fractions o Lowest Terms Fractions o Comparing Fractions o Fractions and Decimals o Review Chapter 8- Adding and Subtracting Fractions o Adding and Subtracting Like Fractions o Least Common Denominations o Adding Unlike Fractions o Subtracting Unlike Fractions o Adding Mixed Numbers o Subtracting Mixed Numbers o Evaluating Variable Expressions o Solving Equations o Review Chapter 9- Multiplying and Dividing Fractions o Multiplying Fractions o Multiplication Shortcut o Dividing Fractions o Multiplying and Dividing Mixed Numbers o Simplifying Expressions with fractions for Coefficients

LA Standard

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

Goals/Rationale

October

November, December

January

February

text. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and

March

April

May

technical meanings

Level A: Phonemic Awareness and Phonics o Phoneme and syllable awareness o Sound-spelling conventions for common phoneme/grapheme relationships Short vowels /a/, /i/, /o/ Stable consonants o Closed syllables o Fluency: Letter-sound; letter-name Word Recognition and Spelling o Read/spell: new sound-spelling correspondences o Read/spell: 36 new high frequency words o Fluency: word recognition o Spelling: Doubling Rule o Syllabication patterns Vocabulary and Morphology o Antonyms, synonyms, and attributes o Multiply meanings, multiple uses o Definition development using categories and attributes o Compound words o Inflectional forms: noun endings: number (-s), singular possessions (s); verb endings: present tense (-s), progressive form (-ing) o Idiomatic expressions Grammar and Usage o Grammatical forms; nouns, pronouns (subject, nominative, object), verbs (action, tense, be, present progressive form), adverbs, adjectives, prepositions o Grammatical functions: subject; predicate; direct object; object of preposition o Noun/verb agreement o Sentence pattern: simple o Mechanics: capitals and end punctuation; apostrophe Listening and Reading Comprehension o Fluency: sentences o Vocabulary: context-based strategies o Text features for content preview o Fluency: sentences o Activate and build knowledge

o Text structure: main ideas and supporting details in informational text o Read (and listen to) varied genre selections o Comprehension: interpretation and response questions to open-ended questions: who, what, when, where, why, how; multiple choice questions Speaking and Writing o Oral and written responses to who, what, when, where, why, and how questions o Fluency: sentence development o Pre-write: set purpose, content selection; organization using graphic organizers o Write: summary paragraph; expository paragraph including topic sentence, supporting details, elaborations o Edit and revise skills for coherence and content o Oral presentation

Level B: Phonemic Awareness and Phonics o Phoneme and syllable awareness o Sound-spelling conventions for common phoneme/grapheme relationships Short vowels /e/, /u/ Long vowels- final silent e pattern Consonant digraphs, blends, clusters o Syllable types: closed; final silent e Word Recognition and Spelling o Read/spell: words based on new sound-spelling correspondences o Read/spell: 36 new high frequency words o Fluency: word recognition o Contractions with not, would, and will o Spelling: Drop e Rule o Syllabication patterns o Common abbreviations

Throughout the class period several methods are used to track how students are doing. Observations will also be used during all class periods to see how students are performing throughout the lesson. Each class period students will have problems to complete independently. Another way students are monitored is that they must fill out an exit slip after lessons. The exit slip asks a few questions after each lesson to see how

they did on the days lesson. This shows if they have caught onto the information and who might need some clarification. Another way the students will be assessed is through the end of chapter tests. After each chapter the students will be tested on material that is covered. Once a month AIMSweb or EasyCBM curriculum based measures will be used to evaluate students progress. Students progress is also monitored through taking MAP and PASS testing throughout the school year. Using these testing methods keeps in line with all of the students IEP goals. They will also help to see how students are progressing throughout the school year. Grades are determined by the following manner: o End of the Chapter Tests o Participation Grades (Taken randomly throughout the quarter. Random assignments are taken to see if the student attempted the problems.) Student progress is recorded in the grade book with a numerical grade. Using a grade book helps to keep the grades organized throughout the quarter and school year. o Grading Scale: A 100-93 B 92-85 C 84-77 D 76- 70 F 69 and below

Rules: 1. Be in the room on time and prepared with proper materials. 2. Follow the discipline code. 3. Show respect to the teacher and fellow students. This shows you respect yourself. 4. Pay attention and participate in class. 5. Adhere to the honor code. Consequences: 1. Warning conferences with student. 2. Conference with student. 3. Phone conference with student and parent. 4. Phone conference with student and parent. Team time detention assigned. 5. Referral for Pattern of Minor Infractions.

Each student is allotted 4 minors per class per year. Every minor after the fourth is automatically escalated to a Referral. This is not negotiable.

Rewards: 1. Verbal praise/recognition 2. Positive calls/texts/notes to parents 3. Library pass 4. Structured activity time I feel that these rules, consequences, and rewards are age appropriate. Students should know how to follow these rules and are appropriate in other situations in life. I also feel that they are positively written and observable. The rules let students know what behavior is expected and promotes positive behaviors within the classroom. They are also consistent with school regulations as these are what all students should follow throughout the school day.

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