th
5
Grade Parent Forum
May 2012
Parent Feedback – LSC Survey
What are one or two actions that could most
improve education at Sharon?
(177 people answered this question)
1st – Smaller class sizes
2nd – Return of Foreign Language
3rd – More "Advanced" class / differentiated learning
opportunities – both for kids above and struggling to
maintain at grade level
4th – Not allowing CRCT to dominate learning
5th – More Social Studies/Science Focus
(Science Lab/DIGS)
Parent Survey - 2012
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
Not Applicable
I like the 5th grade model
used at Sharon this year.
2.2%
4.5%
7.9%
13.5%
71.9%
0.0%
The 5th grade model was
beneficial to my child.
3.4%
3.4%
9.0%
12.4%
71.9%
0.0%
10.1%
24.7%
33.7%
13.5%
16.9%
1.1%
1.1%
4.5%
13.5%
40.4%
39.3%
1.1%
2.3%
10.2%
8.0%
33.0%
46.6%
0.0%
2.2%
3.4%
11.2%
20.2%
62.9%
0.0%
4.6%
3.4%
3.4%
32.2%
56.3%
0.0%
4.5%
4.5%
9.1%
15.9%
65.9%
0.0%
My child’s teachers
communicated with me on a
regular basis.
When I needed to get in
touch with my child's
teachers, they were easily
accessible.
My child felt he or she built
a personal relationship with
all his/her teachers.
I feel my child is better
prepared for middle school
after participating in this
model.
My child's academic needs
were met through his or her
placement.
If I had younger children, I
would want them to
participate in this model.
Parent Survey - 2012
What part of the model exceeded your expectations?
• Amazing Teachers
• Increased independence and responsibility for students
• Advanced content was a great challenge
How can we improve the model?
• Workshops on study skills, note taking and organization
• Increased emphasis on writing instruction
• Consistent use of Angel among all team members
• Feedback on individual student progress
• Storage of books/supplies
What’s Changing?
Implementation of Common Core
Standards
 Students will have a homeroom teacher
and 3 content area teachers
 An advanced content model will be
implemented in ELA/Math
 Gifted services will be provided through
content area instruction, increasing the
amount of time students are served

Standards-Based Report Card
2011-12 Report Card
Elementary School Name
School address
Principal
Phone
Stude nt Name :
Grade :
Atte ndance
Q1
5 th
Stude nt ID:
Acade mic Pe rformance for Grade Le v e l
4
Mas te ry
Abs e nce s
3
Cons is te nt Achie ve m e nt
Tardie s
Q2
Q3
Q4
Total
2
Ongoing Progre s s
1
Lim ite d or Minim al Progre s s
X
Not as s e s s e d at this tim e
*
Se e IEP Progre s s Re port
GRADE REPORT
English
[Teacher Name]
Q1
Standards /Form ative Score s
Grammar & Parts of Speech
Research & Writing
Sentence Construction
Reading
[Teacher Name]
Q1
Mathematics
[Teacher Name]
Sum m ative Ave rage
Q2
Q3
Q1
Q4
Q2
Sum m ative Ave rage
Q2
Q3
Standards /Form ative Score s
Reading Comprehension (Fiction)
Reading Comprehension (Nonf iction)
Vocabulary
Fluency
Q1
Q3
Q1
Q4
Q4
Q2
Q3
Sum m ative Ave rage
Q2
Q3
Standards /Form ative Score s
Algebra
Data Analysis
Fractions
Decimals
Geometry
Measurement
Decimals
Fractions
Number Sense, Place Value & Estimating
Problem Solving
Q1
Q4
Q2
Q3
Q4
Q4
Science
[Teacher Name]
Q1
Q2
Q3
Q4
Social Studies
[Teacher Name]
Q1
Q2
Q3
Q4
ACADEMIC PERFORMANCE FOR SPECIAL AREAS AND WORK HABITS
S
P
N
X
Succe s s ful
Progre s s ing
Ne e ds Im prove m e nt
Not as s e s s e d at this tim e
Q1
Q2
Q3
Q4
Art [Teacher Name]
Health [Teacher Name]
Music [Teacher Name]
Physical Education [Teacher
WORK HABIT CATEGORIES AND SCORING
Work Habits
Non-Compliant
Scoring Levels
Successful
(This level is the standard.)
Initiating
As s ignm e nt Com ple tion The student
□Fails to co mplete assignments o r □P ro duces co mpleted wo rk o n a
□Demo nstrates new applicatio ns and
co mpletes wo rk by the designated time/date.
submit wo rk; struggles to fo llo w
directio ns.
co nsistent basis by the designated
time/date; fo llo ws directio ns.
examples o f standard.
Participation The student pursues learning
□Disengages fro m the learning
□Engages in activities and discussio ns.
□Leads o thers to participate; explo res
thro ugh active invo lvement.
enviro nment; respo nds o nly to
teachers pro mpts.
Re s pons ibility The student independently
□Requires frequent redirectio n;
□Is a self-starter; remains o n-task; asks
□A nticipates needs; maximizes
adapts to classro o m practices.
strays o ff-task; disrupts learning
enviro nment; fails to fo llo w class
pro cedures.
questio ns fo r clarificatio ns when needed;
applies strategies fo r meeting learning
go als; fo llo ws class pro cedures.
o ppo rtunities; so lves pro blems.
Inte rpe rs onal Sk ills The student
□Lacks flexibility when wo rking with
□Wo rks well with peers; listens and
□A djusts to a variety o f classro o m ro les;
interacts with o thers to create a po sitive
learning enviro nment.
peers; iso lates self.
speaks respectfully; questio ns ideas
rather than the perso n.
mediates; influences o thers to learn.
new class ideas and appro aches.
5th Grade Instruction
ELA - 2 hours 10 minutes
3-4 Teachers
(Gifted services for identified
Horizons students)
Math – 1 hour 5 minutes
2 Teachers
Sci/SS – 1 hour 5 minutes
2 Teachers
5th Grade Schedule
7:40-7:50 – Homeroom/ News
7:50-12:10 – Content Area Instruction
12:15-12:50– Lunch
12:55-1:35 – Specials
1:35-2:20 – Recess / Instructional
Focus (by content areas)
5th Grade Instructional Model
Enhance and expand our instructional
model to meet the needs of a wider
range of students.
 5th grade – approximately 70 identified
gifted students. Based on multiple criteria,
we will add high-achieving/non-identified
gifted students to these advanced classes.
 The other classes will remain
heterogenous in grouping.

5th Grade Instructional Model



Gifted Services – The state of GA requires a
minimum of 5 segments of gifted service. With our
current resource model, our 4th grade students are
receiving 5 segments one day per week. With our
new model, students will receive services every day,
for a minimum of 10 segments per week.
Gifted services will be provided by a gifted certified
teacher. We have five gifted certified teachers on
the 5th grade team.
Other support personnel will be utilized to provide
differentiated literacy instruction in the
heterogeneous classrooms (ie. Mrs. Robbins –
literacy coach & Mrs. Smith – reading specialist).
Language Arts
Criteria
4
3
2
1
Always completes
homework/classwork on time with
90% or higher accuracy
Authentically engaged with minimal
direction from teacher
Seeks and enjoys a challenge
Completes homework/classwork
accurately most of the time
Usually completes tasks by exceeding
expectations; requires some direction
from teacher to do so
Enjoys challenge but does not seek it
Usually completes
homework/classwork on time with
80% accuracy
Meets expectations when completing
tasks; can produce work that exceeds
expectations at times
Has some success with higher-order
thinking
Sometimes completes
homework/classwork on time;
accuracy is < 80%
Student work meets minimal
expectations; requires much direction
from teacher
Struggles with higher-order thinking
problems
Class Performance
Consistently makes As on tests and
assignments
Makes As and Bs on tests and
assignments
Makes Bs and Cs on tests and
assignments
Makes Cs and failing grades on tests
and assignments
Ability
Has scored ≥ 90th percentile on CogAT
Verbal
Has scored ≥ 80th percentile on CogAT
Verbal
Has scored ≥ 70th percentile on CogAT
Verbal
Has scored < 70th percentile on CogAT
Verbal
Has scored ≥ 90th percentile on the
ITBS Reading and Lang Arts
Has scored ≥ 85th percentile on the
ITBS Reading and/or Lang Arts
Has scored ≥ 80th percentile on the
ITBS Reading and/or Lang Arts
Has scored < 80th percentile on the
ITBS Reading and Lang Arts
Has scored ≥ 870 in both Reading and
ELA
Has scored ≥ 870 in either Reading or
ELA
Has scored ≥ 850 in either Reading or
ELA
Has scored < 850 in Reading and ELA
Motivation and Work Ethic
Achievement
CRCT
Math
Criteria
4
3
2
1
Always completes
homework/classwork on
time with 90% or higher
accuracy
Authentically engaged with
minimal direction from
teacher
Seeks and enjoys a
challenge
Completes
homework/classwork
accurately most of the time
Usually completes tasks by
exceeding expectations;
requires some direction
from teacher to do so
Enjoys challenge but does
not seek it
Usually completes
homework/classwork on
time with 80% accuracy
Meets expectations when
completing tasks; can
produce work that exceeds
expectations at times
Has some success with
higher-order thinking
Sometimes completes
homework/classwork on
time; accuracy is < 80%
Student work meets
minimal expectations;
requires much direction
from teacher
Struggles with higher-order
thinking problems
Class Performance
Consistently makes As on
tests and assignments
Makes As and Bs on tests
and assignments
Makes Bs and Cs on tests
and assignments
Makes Cs and failing grades
on tests and assignments
Ability
Has scored ≥ 90th percentile
on CogAT Quantitative or
TOMAGS
Has scored ≥ 90th percentile
on the ITBS Math
Has scored ≥ 80th percentile
on CogAT Quantitative or
TOMAGS
Has scored ≥ 85th percentile
on the ITBS Math
Has scored ≥ 70th percentile
on CogAT Quantitative or
TOMAGS
Has scored ≥ 80th percentile
on the ITBS Math
Has scored < 70th percentile
on CogAT Quantitative or
TOMAGS
Has scored < 80th percentile
on the ITBS Math
Has scored ≥ 880 in Math
Has scored ≥ 870 in Math
Has scored ≥ 850 in Math
Has scored < 850 in Math
Motivation and
Work Ethic
Achievement
CRCT
Questions???