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Ms. O’Carroll’sCRI Syllabus and Classroom Procedures

CRI Grades 4-6 Room 302

Hello and welcome to CRI Grades 4 to 6! I am excited to have you all in my class this year and am looking forward to a year filled with fun, learning, and lots of new adventures! Below is some information that will ensure that we will have a great year!

Class Expectations: Follow directions the first time given Keep hands and feet to yourself Raise your hand to get out of your seat Show respect to others and yourself with actions and words

Core Values: Children learn in different ways on different days. Everyone is deserving of the highest respect. Doing extra makes a difference. Everyone is responsible for individual choices.

Eating Breakfast and Getting to School on Time:

It is very important for you to eat breakfast every day. Our school offers breakfast for all students, please take advantage of this healthy meal. Breakfast is served beginning at 7:30a.m. Breakfast will not be served to any child arriving after 8:00a.m. Getting to school on time is very important for your education. Please make sure that you arrive at school by the last bell at 7:45am.

Literacy At-A-Glance

Reading 4 AltPrerequisites: IEP and Participation in an Alternate Assessment

Students are provided access to a variety of leveled texts across genres and text types. Students are also provided access to the Maryland College and Career-Ready Standards in the area of Foundational Skills to include phonemic awareness and phonics. Reading strategies are reinforced to aid in comprehension. Students analyze the key ideas and details, and integration

of knowledge and ideas in a wide range of literature and informational texts. This course is designed to facilitate alternate academic learning outcomes appropriate to the instructional needs of the student, as documented in the Individualized Education Plan (IEP). This course is linked to the general education curriculum; however, the student will require a different scope and sequence, adapted and modified materials.

Unit Literature Informational Language Foundational

Skills Writing

Qua

rter

1

Assessments

Uni

t One

4.RL.l1 Describe character traits (e.g., actions, deeds, dialogue, description, motivation, interactions); use details from text to support description.

4.RI.i3 Determine the main idea of an informational text.

4.RWL.i2 Use context as a clue to determine the meaning of unknown words, multiple meaning words, or words showing shades of meaning.

4.RWL.h2 Identify grade level words with accuracy and on successive attempts.

4.WI.p1 Include formatting (e.g., headings, bulleted information), illustrations, and multimedia when useful to promote understanding.

Qua

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2

Uni

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o


4.RI.h4 Use information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) to answer questions.



4.WI.p1 Include formatting (e.g., headings, bulleted information), illustrations, and multimedia when useful to promote understanding.

Uni

t Thr

ee

4.RL.i2 Refer to details and examples in a text when explaining what the text says explicitly.


4.RWL.j1 Use general academic and domain specific words and phrases accurately.


4.WI.q1 Provide a concluding statement or section to support the information presented.

Qua

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3

Uni

t Fou

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4.RL.k2 Determine the theme of a story, drama, or poem; refer to text to support answer.

4.RI.l1 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.



4.WL.o1 Produce a clear coherent permanent product (e.g., generate responses to form paragraph or essay) that is appropriate to the specific task, purpose (e.g. to entertain), or audience.

Qua

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4

Revi

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4.RL.k2 Determine the theme of a story, drama, or poem; refer to text to support answer.

4.RI.l1 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.




Revi

ew






Reading 5 Alt Prerequisites: IEP and Participation in an Alternate Assessment

Students are provided access to a variety of leveled texts across genres and text types. Students are also provided access to the Maryland College and Career-Ready Standards in the area of Foundational Skills to include phonemic awareness and phonics. Reading strategies are reinforced to aid in comprehension. Students analyze the key ideas and details, and integration of knowledge and ideas in a wide range of literature and informational texts. This course is designed to facilitate alternate academic learning outcomes appropriate to the instructional needs of the student, as documented in the Individualized Education Plan (IEP). This course is linked to the general education curriculum; however, the student will require a different scope and sequence, adapted and modified materials.

Unit Literature Informational Language Writing

Qua

rter

1

Assessments

Uni

t One

5.RL.d1 Compare characters, settings, events within a story; provide or identify specific details in the text to support the comparison.

5.RI.d5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.*

5.RWL.a2 Use context to determine the meaning of unknown or multiple meaning words or phrases.

5.WI.b3 Organize ideas, concepts, and information (using definition, classification, comparison/contrast, and cause/effect).

Qua

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2

Uni

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o

5.RL.b1 Refer to details and examples in a text when explaining what the text says explicitly.




Uni

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ee

5.RI.c4 Determine the main idea, and identify key details to support the main idea.

5.RI.c4 Determine the main idea, and identify key details to support the main idea.


5.WI.d1 Support a topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

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3

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5.RL.c2 Summarize a text from beginning to end in a few sentences.

5.RI.e2 Explain how an author uses reasons and evidence to support particular points in a text.


5.WL.h1 Produce a clear coherent permanent product (e.g., generate responses to form paragraph or essay) that is appropriate to the specific task, purpose (e.g. to entertain), or audience.

Qua

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4

Revi

ew





Revi

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5.RL.c2 Summarize a text from beginning to end in a few sentences.



5.WI.d1 Support a topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

Reading/English Language Arts 6 Alt Prerequisites: IEP and Participation in an Alternate Assessment

This course provides student access to the Maryland College and Career-Ready Standards in the areas of for reading, writing, listening, and speaking. Reading and writing instruction focuses on literary and informational text as well as generalizing skills in real world applications. This course is designed to facilitate alternate academic learning outcomes appropriate to the instructional needs of the student, as documented in the Individualized Education Plan (IEP). This course is linked to the general education curriculum; however, the student will require a different scope and sequence, adapted and modified materials.

Unit Literature Informational Language Writing

Qua

rter

1

Assessments

Uni

t One


6.RI.g4 Determine how key individuals, events, or ideas are elaborated or expanded on in a text.


6.RWL.c1 Use general academic and domain specific words and phrases accurately.

6.WL.c1 Organize ideas and events so that they unfold naturally.

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2

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6.RL.c3 Summarize a text from beginning to end in a few sentences without including personal opinions.





Uni

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6.RI.b4 Summarize information gained from a variety of sources including media or texts.*



6.WL.c3 Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

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3

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6.RL.b3 Use specific details from the text (words, interactions, thoughts, motivations) to support inferences or conclusions about characters including how they change during the course of the story.

6.RI.g6 Evaluate the claim or argument; determine if it is supported by evidence.



6.WI.h2 Produce a clear coherent permanent product (e.g., select/generate responses to form paragraph or essay) that is appropriate to the specific task, purpose (e.g., to inform), or audience.

Qua

rter

4

Revi

ew


6.RI.g4 Determine how key individuals, events, or ideas are elaborated or expanded on in a text.




Revi

ew


6.RI.g6 Evaluate the claim or argument; determine if it is supported by evidence.



6.WL.c3 Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

Elementary Literacy/Reading-Alt Grading Policy

Community Referenced Instruction (CRI), Regional Schools, and Regional Programs

Factors Brief Description Grade Percentage Per Quarter

Class Work This includes all work completed in the classroom setting. Classwork can include but is not limited to:• Group activity• Teacher made worksheets

70%

• Edmark activities• Literacy Skill Builder• Unique Learning Systems (ULS) worksheets• Writing Prompt activity

Homework

This includes all work completed outside the classroom to be graded on its completion and student’s preparation for class (materials, supplies, etc.) Assignments can include, but are not limited to:• Spelling activity• Vocabulary activity• Reading logs• Writing assignments• Teacher created worksheets• ULS Activity worksheets

5%

Assessments

This category encompasses both the traditional (examsand quizzes) and alternative methods of assessing student learning with the goal of mastery (presentations, projects, portfolios). Assessments can include, but are not limited to:• Teacher created assessments• Theme and Unit Test• Vocabulary assessments• Literacy assessments• Unique Learning Benchmarks• Edmark• ULS Checkpoints• Brigance Criterion Assessment

25%

Math At-A-Glance

Mathematics 4 Alt Prerequisites: IEP and Participation in an Alternate Assessment

Students are provided access to instruction that promote mathematical processes/thinking, as detailed in the Common Core Standards for Mathematical Practice as well as content standards for numeration, algebra, geometry, measurement, and data are taught as appropriate for the

grade level. Skills and concepts will include but are not limited to developing understanding and fluency for multi-digit multiplication and division, developing an understanding of fraction equivalence, computing with fractions and analyzing geometric properties. This course is designed to facilitate alternate academic learning outcomes appropriate to the instructional needs of the student, as documented in the Individualized Education Plan (IEP). This course is linked to the general education curriculum; however, the student will require a different scope and sequence, adapted and modified materials.

Grade 4: Year at a Glance

Quarter 1

Focus: Number and Operations in Base Ten; Operations and Algebraic Thinking

Quarter 2

Focus: Fractions

Quarter 3

Focus: Measurement/ Data; Geometry

Quarter 4

Focus: Data; Operations and Algebraic Thinking

CCC CCC CCC CCC

Unit 14.NO.1j5 Use place value to round to any place (i.e., ones, tens, hundreds, thousands).

Unit 24.NO.2e2 Solve or solve and check one or two step word problems requiring addition, subtraction, or multiplication with answers up to 100.

4.NO.2d7 Determine how many objects go into each group when given the total number of objects and groups where the number in each group or number of groups is not > 10.

4.PRF.1e3 Solve multiplicative comparisons with an unknown using up to 2-digit numbers with information presented in a graph or word problem (e.g., an orange hat cost $3. A purple hat cost 2 times as much. How much does the purple hat cost? [3 x 2 = p]).

Unit 34.NO.1m1 Determine equivalent fractions.

4.NO.1n2 Compare up to 2 given fractions that have different denominators.

4.SE.1g2 Use =, <, or > to compare 2 fractions (fractions with a denominator of 10 or less).

Unit 44.ME.1g2 Solve word problems using perimeter and area where changes occur to the dimensions of a rectilinear figure.

Unit 54GM.1h2 Classify two-dimensional shapes based on attributes (# of angles).

Unit 64.DPS.1g3 Collect data, organize in graph (e.g. picture graph, line plot, bar graph).

Unit 6 cont.4.DPS.1g3 Collect data, organize in graph (e.g. picture graph, line plot, bar graph).

Unit 2 cont4.PRF.1e3 Solve multiplicative comparisons with an unknown using up to 2-digit numbers with information presented in a graph or word problem (e.g., an orange hat cost $3. A purple hat cost 2 times as much. How much does the purple hat cost? [3 x 2 = p]).

4.NO.2e2 Solve or solve and check one or two step word problems requiring addition, subtraction, or multiplication with answers up to 100.

Mathematics 5 Alt Prerequisites: IEP and Participation in Alternate Assessments

Students are provided access to instruction will promote mathematical processes/thinking, as detailed in the Common Core Standards for Mathematical Practice as well as content standards for numeration, algebra, geometry, measurement, and data are taught as appropriate for the grade level. Skills and concepts will include but are not limited to developing fluency with adding and subtracting fractions, developing an understanding of multiplication and division of fractions, extending computation to include decimal numbers, and developing an understanding of volume. This course is designed to facilitate alternate academic learning outcomes appropriate to the instructional needs of the student, as documented in the Individualized Education Plan (IEP). This course is linked to the general education curriculum; however, the student will require a different scope and sequence, adapted and modified materials.


Quarter 1

Focus: Numbers and Operations in Base Ten

Quarter 2

Focus: Fractions and geometry

Quarter 3

Focus: Measurement and Operations and Algebraic Thinking

Quarter 4

Focus: Numbers and Operations in Base Ten

CCC CCC CCC CCC

Unit 15.NO.1b1 Read, write, or select a decimal to the hundredths place.

5.NO.1b4 Round decimals to the next whole number.

5.NO.2c1 Solve 1 step problems using decimals.

Unit 25.NO.2a5 Solve word problems that require multiplication or division

Unit 35.NO.2c2 Solve word problems involving the addition, subtraction, multiplication or division of fractions.

Unit 45.PRF.1a1 Determine whether the product will increase or decrease based on the multiplier.

Unit 55. GM.1c3 Use ordered pairs to graph given points. on the multiplier.

Unit 65.ME.1b2 Convert standard measurements of length

Unit 75.ME.2a1 Solve problems involving conversions of standard measurement units when finding area, volume, time-lapse, or mass.

Unit 85.PRF.2b1 Generate or select a comparison between two graphs from a similar situation..

Unit 1 cont.5.NO.1b4 Round decimals to the next whole number.

5.NO.2c1 Solve 1 step problems using decimals.

Unit 2 cont.5.NO.2a5 Solve word problems that require multiplication or division

Mathematics 6 Alt

Prerequisites: IEP and Participation in Alternate Assessments

This course is designed to provide students access to the mathematics standards to include multiplication, division, algebraic thinking and application of geometry in real-world mathematics situations. This course is designed to facilitate alternate academic learning outcomes appropriate to the instructional needs of the student, as documented in the Individualized Education Plan (IEP). This course is linked to the general education curriculum; however, the student will require a different scope and sequence, adapted and modified materials.


Quarter 1

Focus: Fractions and Numbers System

Quarter 2

Focus: Ratios and Proportional Relationship and Measurement/data

Quarter 3

Focus: Expressions and Equations and Geometry

Quarter 4

Focus: Geometry, Measurement/Data

CCC CCC CCC CCC

Unit 16.NO.2c3 Solve one-step, addition, subtraction, multiplication, or division problems with fractions or decimals.

Unit 26.NO.1d4 Select the appropriate meaning of a negative number in a real world situation.

6.NO.1d2 Locate positive and negative numbers on a number line.

Unit 36.PRF.1c1 Describe the ratio relationship between two quantities for a given situation.

Unit 46.NO.1f1 Find a percent of a quantity as rate per 100.

Unit 56.DPS.1d3 Select statement that matches mean, mode, and spread of data for 1 measure of central tendency for given data set.

Unit 66.PRF.1d1 Solve real world single-step linear equations.

6.ME.2a2 Solve one-step real world measurement problems involving unit rates with ratios of whole numbers when given the unit rate (3 inches of snow falls per hour, how much in 6 hours).

Unit 76.NO.2a6 Solve problems or word problems using up to three digit numbers and any of the four operations.

Unit 86.GM.1d1 Find the area of quadrilaterals.

Unit 7 cont.6.NO.2a6 Solve problems or word problems using up to three digit numbers and any of the four operations..

Unit 8 cont.6.GM.1d1 Find the area of quadrilaterals.

Elementary Mathematics Alt Grading Policy



Class Work

This includes all work completed in the classroom setting. Classwork can include but is not limited to:• Use of Manipulatives• Problem of the Week• Group activity• Class assignments• Teacher made worksheets• Equals Math worksheets/tasks• Unique Learning Systems (ULS) worksheets/tasks

70%

Homework

This includes all work completed outside the classroom to be graded on its completion and student’s preparation for class (materials, supplies, etc. ) Assignments can include, but are not limited to:Problem of Week• Friday Night Homework• Teacher created Winter and Springbreak Packets• Teacher created worksheets• ULS activity worksheets

5%

Assessments

This category encompasses both the traditional (examsand quizzes) and alternative methods of assessing student learning with the goal of mastery (presentations, projects, portfolios). Assessments can include, but are not limited to:Teacher created assessments• Theme and Unit Tests• Equals assessments• Unique Learning Benchmarks• ULS Checkpoints• Brigance Criterion Assessment

25%

Science At-A-Glance

Science 4 Alt

Prerequisites: IEP and Participation in Alternate Assessments

Students are provided access to understand more about their surroundings while conducting simple investigations with the teacher. With assistance, students observe carefully, measure things with more accuracy, record data in science notebooks and communicate their results in charts and simple graphs. Students have multiple experiences applying and practicing science skills and processes in life, earth, and physical sciences aligned to the Next Generation Science Standards (NGSS). This course is designed to facilitate alternate academic learning outcomes appropriate to the instructional needs of the student, as documented in the Individualized Education Plan (IEP). This course is linked to the general education curriculum; however, the student will require a different scope and sequence, adapted and modified materials.

Science 5 Alt Prerequisites: IEP and Participation in Alternate Assessments

Students are provided access to build on the discoveries about their surroundings while conducting simple investigations with the teacher. With assistance, students observe carefully, measure things with accuracy, record data in science notebooks and communicate their results in charts and simple graphs. Students have multiple experiences applying and practicing science skills and processes in life, earth, and physical sciences aligned to the Next Generation of Science Standards (NGSS). This course is designed to facilitate alternate academic learning outcomes appropriate to the instructional needs of the student, as documented in the Individualized Education Plan (IEP). This course is linked to the general education curriculum; however, the student will require a different scope and sequence, adapted and modified materials.

Science 6 Alt Prerequisites: IEP and Participation in Alternate Assessments

This course focuses on science investigations. Students learn from hands-on activities, teacher demonstrations, cooperative learning, small group, and whole group experiences aligned to the Next Generation of Science Standards (NGSS). Students have multiple experiences applying and practicing science skills and processes in life, earth, and physical sciences. Instruction will be delivered in small instructional groupings for special needs intensive students. This course is designed to facilitate alternate academic learning outcomes appropriate to the instructional needs of the student, as documented in the Individualized Education Plan (IEP). This course is linked to the general education curriculum; however, the student will require a different scope and sequence, adapted and modified materials.

Elementary Science Alt Grading Policy



Class Work

This includes all work completed in the classroom setting. Classwork can include but is not limited to:• Class participation• Classroom lab and projects• Unique Learning Systems (ULS) worksheets• Writing Prompt

70%

Homework

This includes all work completed outside the classroom to be graded on its completion and student’s preparation for class (materials, supplies, etc.) Assignments can include, but are not limited to:• Vocabulary• Writing• Teacher created worksheets• ULS activity worksheets

5%

Assessments

This category encompasses both the traditional (examsand quizzes) and alternative methods of assessing student learning with the goal of mastery (presentations, projects, portfolios). Assessments can include, but are not limited to:• Science problem of the Week• Teacher created assessments• Theme and Unit Tests and Quizzes• Unique Learning Benchmarks• ULS Checkpoints• Science Fair Project

25%

Social Studies At-A-Glance

Social Studies 4 Alt Prerequisites: IEP and Participation in Alternate Assessments

Students focus on the geography and people of Maryland past to present. Students learn about the political foundations of Maryland and research the contributions made by Marylanders.

They explore the cultural characteristics and traditions of the various groups of people who inhabited the state. Students use geographic tools to locate, describe, and compare the natural/physical features of Maryland and study how transportation and communication networks contributed to its development. Students also learn cultural and physical geography by using geographic tools to locate and construct meaning about places, identify the movement of people and ideas, and explain how people modify and adapt their environment. They examine regional economic specialization and the impact on people’s lives. Students also analyze the chronology and significance of key events throughout Maryland’s history and their effect on diversity and tolerance today. This course is designed to facilitate alternate academic learning outcomes appropriate to the instructional needs of the student, as documented in the Individualized Education Plan (IEP). This course is linked to the general education curriculum; however, the student will require a different scope and sequence, adapted and modified materials.


Students focus on the geography and people of Maryland past to present. Students learn about the political foundations of Maryland and research the contributions made by Marylanders. They explore the cultural characteristics and traditions of the various groups of people who inhabited the state. Students use geographic tools to locate, describe, and compare the natural/physical features of Maryland and study how transportation and communication networks contributed to its development. Students also learn cultural and physical geography by using geographic tools to locate and construct meaning about places, identify the movement of people and ideas, and explain how people modify and adapt their environment. They examine regional economic specialization and the impact on people’s lives. Students also analyze the chronology and significance of key events throughout Maryland’s history and their effect on diversity and tolerance today. This course is designed to facilitate alternate academic learning outcomes appropriate to the instructional needs of the student, as documented in the Individualized Education Plan (IEP). This course is linked to the general education curriculum; however, the student will require a different scope and sequence, adapted and modified materials.


This course provides students with access to literacy learning in the content areas of Civics, Economics, History and Geography. This course is designed to facilitate alternate academic learning outcomes appropriate to the instructional needs of the student, as documented in the Individualized Education Plan (IEP). This course is linked to the general education curriculum; however, the student will require a different scope and sequence, adapted and modified materials.

Elementary Social Studies Alt Grading Policy



Class Work

This includes all work completed in the classroom setting. Classwork can include but is not limited to:• Content Vocabulary Development• Writing assignments• Notebook journals• Active Participation in whole/small group discussion, presentation and activities• Completion of classroom assignments• Active participation in social studies projects• Unique Learning Systems (ULS) worksheets/tasks

70%

Homework

This includes all work completed outside the classroom to be graded on its completion and student’s preparation for class (materials, supplies, etc.) Assignments can include, but are not limited to:• Content Reading• Current Events• Reading assignments• Writing assignments• Reading logs• Teacher created worksheets• ULS activity worksheets• Scholastic Readers

5%

Assessments

This category encompasses both the traditional (examsand quizzes) and alternative methods of assessing student learning with the goal of mastery (presentations, projects, portfolios). Assessments can include, but are not limited to:• Teacher created assessments• Theme and Unit Tests and Quizzes• Portfolios• Unique Learning Benchmarks• ULS Checkpoints

25%

Health At-A-Glance

Health Education 4 Alt Prerequisites: IEP and Participation in an Alternate Assessment

Health Education for intermediate students focuses on how they can assume more responsibility for their health, develop positive health behaviors, and prevent negative, unhealthy behaviors. In grade four students learn to practice safe behaviors, identify hazards and actions to remove those hazards from their surroundings, respond to emergencies and develop conflict resolution skills; identify effects of drugs on the body, understand influences that promote drug use, and develop the skills needed to resist those influences. This course is designed to facilitate alternate academic learning outcomes appropriate to the instructional needs of the student, as documented in the Individualized Education Plan (IEP). This course is linked to the general education curriculum; however, the student will require a different scope and sequence, adapted and modified materials.


Health Education, acceptance of differences in individual growth and development as well as strategies to prevent the use of alcohol, tobacco, and other drugs is woven throughout the curriculum. Students recognize treatments of major communicable and non-communicable diseases and practice good personal hygiene to prevent the spread of disease. The anatomy and physiology of the reproductive system are introduced. This course is designed to facilitate alternate academic learning outcomes appropriate to the instructional needs of the student, as documented in the Individualized Education Plan (IEP). This course is linked to the general education curriculum; however, the student will require a different scope and sequence, adapted and modified materials.


This course focuses on instruction of the Maryland State Curriculum for Comprehensive Health Education. Students acquire knowledge about nutrition and fitness, healthy decision-making, communication, stress management, and safety and injury prevention. This course is designed to facilitate alternate academic learning outcomes appropriate to the instructional needs of the student, as documented in the Individualized Education Plan (IEP). This course is linked to the general education curriculum; however, the student will require a different scope and sequence, adapted and modified materials.

Elementary Health Alt Grading Policy



Class Work

This includes all work completed in the classroom setting. Classwork can include but is not limited to:• Active participation• Notebooks• Warm-ups• Vocabulary• Written responses• Hands-on Activity• Completion of task activities• Whole/Small group discussions• Life skills (Adaptive Daily Living) activity/tasks

70%

Homework

This includes all work completed outside the classroom to be graded on its completion and student’s preparation for class (materials, supplies, etc.) Assignments can include, but are not limited to:• Content Vocabulary• Journal Entry• Writing Prompt• Teacher created worksheet• Health Related Project

5%

Assessments

This category encompasses both the traditional (examsand quizzes) and alternative methods of assessing student learning with the goal of mastery (presentations, projects, portfolios). Assessments can include, but are not limited to:• Teacher created assessments• Theme and Unit Tests and Quizzes

25%

Grading Policy

Grading Scale: A = Excellent progress at the level of instruction indicated 90 – 100% B = Above Average progress at the level of instruction indicated 80 – 89%

C = Average progress at the level of instruction indicated 70 – 79% D = Below Average progress at the level of instruction indicated 60 – 69% E = Unsatisfactory progress (failure) at the level of instruction indicated 50 – 59%. A grade of 0 (zero) can only be used in the event that a student does not attempt to complete an assignment.

Make-up Policy

A student who is considered lawfully absent from a class will have the opportunity to make up missed assignments. Make-up work will be provided within 48 hours of the day a student returns from a lawful absence. The number of days allowed to make up missed work will be equivalent to the number of days of lawful absence. A student who fails to complete missed assignments within the allotted time as defined by the teacher will receive a 0 (zero) for each assignment.

If a student is present in class and does not work on the task/assessment within the timeframe as established a zero may be assigned for a grade.

In elementary schools, a student with unlawful absences will receive a “failing” grade for any day(s) of such absence(s). The school is not required to provide make-up work for unlawful absences.

Student Data

Students will maintain data folders as directed by the teacher. These folders will contain grades, returned assessments, attendance data, behavior data, and other information to assist students in taking ownership of their learning and assist families with helping students learn awareness of how to continuously improve academically.

Homework/ Reading Log

Homework and reading log assignments will be given every night. Please make sure that it is completed each night. Homework and the reading log should be placed in the homework folder and turned into the folder bins as soon as the student comes into class every morning.

Behavior Notebooks and Homework Packets

Every Monday, a new behavior sheet will be started in the, All About My Day book, for the week. The student will color their behavior color on one side and the other side is a place for teacher/parent comments. The All About My Day books will be sent home every night, and needs to be turned in with a parent signature everyday.

Every Monday, you will also receive a Homework Packet, which will have all of your assignments for the week. Please keep the packet in the homework folder, as it will be checked everyday by the teacher.

Behavior

Class Dojo: This year I will be utilizing my Class Dojo webpage. Please check it often for announcements, to communicate with the teacher, to check on your child’s behavior, and other information pertinent to class.

Behavior Chart: There are five colors on the class behavior chart. Pink means you had an outstanding day. Blue means you had a great day. Green means you had a good day. Yellow is a warning. Orange means you have to sit out of for a portion of the day to fill in a think sheet. Red is a phone call home.

Rewards PBIS Dojo Points and Monthly Events Positive notes home (random) Friday Prize Box Various other perks (throughout the year)

If these rules are not followed. There will be consequences, which are as follows:1. Verbal Warning2. “Think Sheet” - Will have to be signed by the parent3. Parent Phone Call

4. Office Referral

I realize there are times when students will have “slip ups” and break the rules, but I still expect everyone to follow the rules. For students who continually have “slip ups”, we will work together to correct the problem. I expect my students to always use good manners and be respectful even when not in my classroom!

Parent/Teacher Communication

Email: [email protected]: 301-702-7650 All about my day books check daily Class Dojo Weekly Friday Folder with graded work including feedback/notes for improving Monthly Newsletters

I’m looking forward to a wonderful year with all of you. I know that we will make a fantastic team. Welcome to the CRI Family!!!

Sincerely,Ms. O’Carroll

ROOM 302 PARENT/STUDENT CONTRACT

STUDENT NAME: __________________________________

We have reviewed the course syllabus and classroom procedures for our class.

Parent/Guardian Signature Student Signature Date

Phone number where parent/guardian can be reached:

Email Address: _______________________________

· web viewclass dojo: this year i will be utilizing my class dojo webpage. please check it...

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