504 w. elm street goldsboro, nc 27530 (919)...
TRANSCRIPT
504 W. Elm Street
Goldsboro, NC 27530
(919) 581-0128
www.dillardacademy.org
updated 8/05/14
Revised 07/11/13
2
Table of Contents
Educational Focus/Vision/ Mission
Slogan/Mascot/Axiom/ Guiding Values and Principles
Classroom Checklist
Master Schedule
School Calendar
Lesson Plan Sample
Expectations for classroom
Faculty and Staff Assignments
School Discipline Policy/BEC
Bus Policy
School Day Schedule
Computer Rules/Technology Care
Personnel Policies & Procedures
Employee Benefits
Emergency Procedures
Wellness Policy
Character Education
ILT/Mentor induction plan
Grade Level Planning template
NC Standard Course of Study/Common Core Essential Standards
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Teacher Evaluation Manuel
http://www.ncpublicschools.org/docs/effectiveness-model/ncees/online-evaluation/teacher-direction.pdf
Teacher Site for Evaluation (McRel)
https://mxweb3.media-x.com/home/ncval/
NC Code of Ethics
http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/code-of-ethics.pdf
Observation schedule/Mentor Assignments
Website resources State Board Policy TCP-A-004for Mentor and ILT’s
EDUCATIONAL FOCUS
Dillard Academy provides a program of academic excellence for students in Pre-K and Kindergarten through Grade 4
with special emphasis on remediation for the academically at-risk student and acceleration and enrichment opportunities
for the academically gifted student. The goal is to provide a supportive structure and an educational program of age
appropriate activities that support character development and establish a strong foundation of physical, social,
emotional, and intellectual capacities upon which lifelong learning can be built. Each student is tested and Individual
Academic Plans are tailored to the child’s specific needs. Parents are strongly encouraged to participate in the
educational process both at home and in the school, to be supportive of school activities, and to spend a minimum
amount of time in the school each month. Teachers and parents share responsibility for student academic progress. The
academically at-risk population will be reduced by at least 50%. The academically gifted population will thrive on a
challenging program that will accelerate them beyond grade level.
Vision: Dillard Academy will prepare all students to succeed in a global society by providing a diverse, collaborative, and
technological, academic climate empowering students to be 80% proficient by 2020.
Mission: To positively provide a safe and quality education so that we can excel and grow!
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School Slogan, Mascot &Axiom, Values
Slogan: “Believe, Achieve, Succeed” At Dillard Academy, we know that all children have potential. Our students will achieve their goals and succeed in school and in
life, because they are taught to believe in themselves.
Mascot:
Tiger Cub
Axiom: “It takes a village to raise a child.”
Guiding Values and Principles
At Dillard Academy, students, parents, teachers and administrators exhibit:
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I. Honesty and Integrity II. Respect and Love III. Responsibility and Professionalism IV. Cooperation and Temperance V. Citizenship and Diligence VI. Dependability, Commitment, and Teamwork VII. Justice and Fairness VIII. Perseverance and Consistency IX. Trustworthiness, Independence, and Fairness X. Strong Work Ethic
Classroom Checklist
Teacher __________________________ Date _____________________________
Structure and support provided for students…Read 5 books or one novel per day!
Smart Goals set for class, PGP, and students…Specific and
Strategic...Measureable…Attainable…Realistic…Time Bound
Enriching Environment provided
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Weekly and Daily Lesson Plans with a real life purpose for student learning (SchoolNet)
Grade Book (Home Base)
Guided Reading (http://www.readinga-z.com/textbooks)
Centers (Literacy, Science, Math, SS etc.)
Assessments (Success Maker, Waterford, Home base benchmark assessments)
Word Wall/ Vocabulary and Spelling Tests
NC Common Core/Pacing Guides/Essential Standards/National Standards
Rules and Procedures Posted Along with Opening, Middle, and Closing
Follow Discipline Plan
D
ocumentation of Communication with parents
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School Calendar
Teacher’s resource schedule & Individual schedule with Early Dismissal
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Gaines Vaughn Powell Williams Fryar
Belcher Anderson Ward Hay Marcom Levingston Dempster
Grade prek K K 1 1
2 2 3 3 4 5 5 7:30 Breakfast Breakfast Breakfast Breakfast
Breakfast Breakfast Breakfast Breakfast Breakfast Breakfast Breakfast
TAs take care of breakfast! Teachers are in PBL!
745 Bathroom Bathroom Bathroom Bathroom
Bathroom Bathroom Bathroom Bathroom Bathroom Bathroom Bathroom
30 min resource classes this year! Please have classes on time!
800 Reading Math Reading Math 8:00 Reading Math Reading Math Math Math (5A) ELA (5B)
Healthy Living Monday Tuesday Wed Thurs Fri
815
12:00 Vaughn Powell Williams Fryar Planning
830
12:30 Belcher Anderson Ward Gaines Planning
845
1:30 Marcom Levingston Dempster Hay Planning
900
915
PE Monday Tuesday Wed Thurs Fri
930 Math Reading Math Reading 9:30 Math Reading Math Reading Reading Science (5A) Writing/SS MWF only (5B)
12:00 Planning Vaughn Powell Williams Fryar
945
12:30 Planning Belcher Anderson Ward Gaines
1000
1:30 Hay Marcom Levingston Dempster
1015
1030
Math (5B) ELA (5A)
Art Monday Tuesday Wed Thurs Fri
1045
12:00 Powell Williams Fryar Planning Vaughn
1100 Lunch Lunch Bathroom Bathroom 11:00 Recess Recess Bathroom Bathroom Writing
12:30 Anderson Ward Gaines Planning Belcher
1115 Lunch Lunch Recess Recess
1:30 Levingston Dempster Marcom Hay
1130
Lunch Lunch 1145 Bathroom Bathroom
Lunch Lunch
Library Monday Tuesday Wed Thurs Fri
1200
Specials Specials Specials Specials Halfday Lunch Bathroom Bathroom
12:00 Williams Fryar Planning Vaughn Powell
1215
Bathroom Bathroom Lunch Lunch
12:30 Ward Gaines Planning Belcher Anderson
1230 Specials Recess Recess Recess Recess
Specials Specials Specials Specials
1:30 Dempster Hay Marcom Levingston
1245
Bathroom
100 Writing Writing Writing Writing
Writing Writing Writing Writing Recess Recess Recess
Resource Schedule 115
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130
Specials Specials Specials 145
200
Science/SS Science/SS Science/SS Science/SS
Science/SS Science/SS Science/SS Science/SS Science/SS Science (5B)
Writing/SS MWF Only (5A)
215
230
245 300 315 Dismissal 330
Meetings
Teachers feel free to integrate when possible. This schedule is for focus walks and observations.
Remember to plan together to include resource teachers and integrate those skills as well.
Regular Schedule
Gaines Sealey Moore Robinson Quita
Hook Hook Parker Parker Crawford Dawson Dawson
Grade prek K K 1 1 7:30 2 2 3 3 4 5 5 7:30 Breakfast Breakfast Breakfast Breakfast
Breakfast Breakfast Breakfast Breakfast Breakfast Breakfast Breakfast
745 Bathroom Bathroom Bathroom Bathroom
Bathroom Bathroom Bathroom Bathroom Bathroom Bathroom Bathroom 800 Reading Math Reading Math 8:00 Reading Math Reading Math Math Math (5A) ELA (5B) 815
830
845
900
915
930 Math Reading Math Reading 9:30 Math Reading Math Reading Reading Science (5A) Writing/SS MWF only (5B)
945
1000
1015
1030
Math (5B) ELA (5A)
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1045 Lunch Lunch Lunch Lunch
Lunch Lunch 1100 11:00 Bathroom Bathroom Writing 1115 Recess Recess 1130
Lunch Lunch Lunch Lunch Lunch
1145 Recess Recess Recess Recess
Bathroom Bathroom 1200 Halfday Recess Recess
Early Dismissal Days Schedule
Lesson plans (sample) must be entered into Home base
Grade Level: Pre K 1 √ 2 3 4 Teacher: Theme: Poems/Nursery
Rhymes
Rumpelstiltskin
By The Brothers Grimm
Dates: Feb. 25 – March. 1,
2013
Content Area (Shared/Integrated)
Reading
Monday Tuesday Wed. Thursday. Friday. Skills Time Skills Time Skills Time Skills Time Skills Time
[Check all that apply]
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Gave, alone, thrice,
sunrise, came, life, time,
name, wide, rage
Gave, alone, thrice,
sunrise, came, life, time,
name, wide, rage
Gave, alone, thrice,
sunrise, came, life,
time, name, wide, rage
Gave, alone, thrice,
sunrise, came, life,
time, name, wide, rage
Gave, alone, thrice,
sunrise, came, life, time,
name, wide, rage
Standards Standards Standards Standards Standards
CCSS.ELA-Literacy.RF.1.3c Know final -e and common vowel team conventions for representing long vowel sounds.
CCSS.ELA-Literacy.RF.1.3c Know final -e and common vowel team conventions for representing long vowel sounds.
CCSS.ELA-Literacy.RF.1.3c Know final -e and common vowel team conventions for representing long vowel sounds.
CCSS.ELA-Literacy.RF.1.3c Know final -e and common vowel team conventions for representing long vowel sounds.
CCSS.ELA-Literacy.RF.1.3c Know final -e and common vowel team conventions for representing long vowel sounds.
Purpose Purpose Purpose Purpose Purpose
Students will learn words
that end in e.
Sort words based on their
vowel sound
A, e, I, o, u
Students will learn words
that end in e.
Put words in ABC order.
Students will learn
words that end in e.
Fill in the blanks to
make your spelling
word.
Ex. G_v_ (gave)
All words will end in e.
Students will learn
words that end in e.
Draw pictures to go with
each word.
Students will learn words
that end in e.
Write and answer riddles.
Ex. This is what people
call me. Answer: name
Target Skill Target Skill Target Skill Target Skill Target Skill
Story Elements Story Elements Story Elements Story Elements Story Elements
Standards Standards Standards Standards Standards
CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe
CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate
CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to
CCSS.ELA-Literacy.RL.1.9 Compare and contrast the adventures and
CCSS.ELA-Literacy.RL.1.9 Compare and contrast the adventures and
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its characters, setting, or events. CCSS.ELA-Literacy.RL.1.6 Identify who is telling the story at various points in a text.
understanding of their central message or lesson. RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
describe its characters, setting, or events. CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
experiences of characters in stories. CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
experiences of characters in stories. CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
Purpose Purpose Purpose Purpose Purpose
Students will make a list
of words that they heard
in the story that show
how the characters felt.
Students will identify
who is telling the story.
Students will review the
story elements of
Rumpelstilskin.
Students will make a list of
words or phrases that show
feelings of characters in the
story.
Students will fill in a
story elements chart and
draw illustrations to go
along with the elements.
Students will compare
and contrast the
characters in the story.
Students will fill out a
Venn Diagram.
Students will compare and
contrast the characters in
the story. Students will
fill out a Venn Diagram.
Academic Language: Academic Language: Academic Language: Academic Language: Academic Language:
Title
Author
Illustrator
Characters
Setting
Plot
Title
Author
Illustrator
Characters
Setting
Plot
Title
Author
Illustrator
Characters
Setting
Plot
Illustration
Title
Author
Illustrator
Characters
Setting
Plot
Venn Diagram
Title
Author
Illustrator
Characters
Setting
Plot
Venn Diagram
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Story elements
Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary
Miller – a person who
grinds up mill/grain
Distressed – upset,
worried
Weep – cry, sob
Greedy – selfish;
wanting everything
Wealth- riches,
treasure, fortune
Miller – a person who
grinds up mill/grain
Distressed – upset, worried
Weep – cry, sob
Greedy – selfish; wanting
everything
Wealth- riches, treasure,
fortune
Miller – a person who
grinds up mill/grain
Distressed – upset,
worried
Weep – cry, sob
Greedy – selfish;
wanting everything
Wealth- riches,
treasure, fortune
Miller – a person who
grinds up mill/grain
Distressed – upset,
worried
Weep – cry, sob
Greedy – selfish;
wanting everything
Wealth- riches,
treasure, fortune
Miller – a person who
grinds up mill/grain
Distressed – upset,
worried
Weep – cry, sob
Greedy – selfish;
wanting everything
Wealth- riches,
treasure, fortune
Assessment
Differentiation:
Content:
Process: X
Product:
Learning Environment:
X
Differentiation:
Content:
Process: X
Product:
Learning Environment: X
Differentiation:
Content:
Process: X
Product:
Learning
Environment: X
Differentiation:
Content:
Process: X
Product:
Learning
Environment: X
Differentiation:
Content:
Process:
Product: X
Learning Environment:
X Performance Task: Class list
of feelings of the characters
Performance Task: Story
Element Chart
Performance Task: Story
Element chart
Performance Task: Venn
Diagram
Performance Task: Venn
Diagram
Assessment:
Summative
√ Formative
Assessment:
Summative
√ Formative
Assessment:
Summative
√ Formative
Assessment:
Summative
√ Formative
Assessment:
Summative
X Formative
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Integration:
Media Skills
Research
Other:
Description:
Guidance
Integration:
X Media Skills
Research
Other:
Description: :
http://www.youtube.com/ watch?v=7T3zoWLtwK8
Integration:
Media Skills
Research
Other:
Description:
Integration:
Media Skills
Research
Other:
Description:
Integration:
Media Skills
Research
Other:
Description:
Peer Visitation Schedule
January February March April May October October November November December
Vaughn Fryar Belcher Ward Marcom Williams Levingston Dempster Powell Hay Anderson
1/5/2015 1/28/2015 3/2/2015 4/13/2015 5/4/2015 10/6/2014 10/1/2014 11/3/2014 11/3/2014 12/1/2014
Fryar Visit Vaughn Anderson Williams Hay Belcher Powell Marcom Levingston Ward Dempster
1/6/2015 1/29/2015 3/3/2015 4/14/2015 5/5/2015 10/2/2014 10/2/2014 11/3/2014 11/3/2014 12/2/2014
Belcher Hay Levingston Anderson Williams Fryar Dempster Powell Vaughn Marcom Ward
1/7/2015 2/2/2015 3/4/2015 4/15/2015 5/6/2015 10/3/2013 10/6/2014 11/3/2014 11/4/2014 12/3/2014
Ward Belcher Fryar Vaughn Anderson Powell Hay Williams Dempster Levingston Marcom
1/8/2015 2/3/2015 3/5/2015 4/16/2015 5/7/2015 10/4/2013 10/7/2014 11/3/2014 11/4/2014 12/4/2014
Marcom Ward Vaughn Belcher Dempster Anderson Levingston Hay Williams Powell Fryar
1/12/2015 2/4/2015 3/9/2015 4/20/2015 5/11/2015 10/25/2013 10/8/2014 11/3/2014 11/5/2014 12/8/2014
Williams Anderson Marcom Levingston Ward Dempster Vaughn Fryar Hay Belcher Powell
1/13/2015 2/5/2015 3/10/2015 4/21/2015 5/12/2015 10/30/2013 10/9/2014 11/3/2014 11/5/2014 12/9/2014
Levingston Marcom Williams Dempster Powell Vaughn Ward Belcher Fryar Anderson Hay
1/14/2015 2/9/2015 3/12/2015 4/22/2015 5/14/2015 10/31/2013 10/13/2014 11/3/2014 11/6/2014 12/10/2014
Dempster Williams Powell Marcom Vaughn Hay Anderson Ward Belcher Fryar Levingston
1/15/2015 2/10/2015 3/19/2015 4/23/2015 5/18/2015 10/4/2013 10/27/2014 11/3/2014 11/6/2014 12/11/2014
Powell Levingston Dempster Hay Fryar Ward Williams Anderson Marcom Belcher Vaughn
1/22/2015 2/18/2015 3/16/2015 4/27/2015 5/19/2015 10/3/2013 10/28/2014 11/3/2014 11/10/2014 12/15/2014
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Hay Powell Ward Fryar Levingston Belcher Marcom Vaughn Anderson Dempster Williams
1/26/2015 2/19/2015 3/17/2015 4/28/2015 5/20/2015 10/2/2014 10/29/2014 11/3/2014 11/10/2014 12/16/2014
Anderson Dempster Hay Powell Belcher Newberry Fryar Levingston Ward Vaughn Marcom
1/27/2015 2/23/2015 3/18/2015 4/30/2015 5/21/2015 10/1/2013 10/30/2014 11/3/2014 11/10/2014 12/17/2014
Times to visit 10:00-11:00 Feel free to observe and please alert TA that you plan to visit the day before.
Teacher /Admin Observations
Mentor assignment Observations 2014-15 Grade Status
Observation 1
observation 2
Observation 3 Observation4
ILT 3-Dempster Gaines PreK
9/16/2014 10/14/2014 11/18/2014 2/10/2015
Vaughn K
9/16/2014 10/14/2014 11/18/2014 2/10/2015
Powell K
9/16/2014 10/14/2014 11/18/2014 2/10/2015
Fryar 1
9/30/2014 10/23/2014 11/19/2014 2/24/2015
ILT 3-Marcom Williams 1
9/30/2014 10/23/2014 11/19/2014 2/24/2015
ILT3-Wooten Anderson 2
9/18/2013 10/16/2013 11/20/2014 2/12/2015
ILT2-Wooten Belcher 2
9/24/2013 10/21/2013 11/13/2014 2/18/2015
ILT 1-Dempster Hay 3
9/23/2013 10/20/2013 11/12/2014 2/17/2015
Ward 3
9/23/2013 10/20/2013 11/12/2014 2/17/2015
* Marcom 4
9/18/2013 10/16/2013 11/20/2014 2/12/2015
* Dempster 5
9/24/2013 10/21/2013 11/13/2014 2/18/2015
Levingston 5
9/25/2013 10/22/2013 11/17/2014 2/19/2015
* Wooten ec
9/25/2013 10/22/2013 11/17/2014 2/19/2015
Carter ec
9/17/2013 10/15/2013 11/17/2014 2/11/2015
Dr. Smith Psychologist
9/17/2013 10/15/2013 11/17/2014 2/11/2015
Expect to meet before and after each observation. The summative will be given and discussed two weeks after the last
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observation.
*Trained mentors
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EXPECTATIONS FOR CLASSROOM
PURPOSE: To Improve Instruction & Meaningful for the students
1. Classroom should be set up with learning centers, lots of books, and other materials that will engage students in the learning process.
2. A variety of teaching strategies should be used including small and large group instruction, as well as individualized instruction.
3. It should be evident that the teacher has planned for and is addressing the varied abilities and learning styles. Let the students make the
decisions on what your lesson plans should be about and tie in the standards. (You can do this by asking them what they want to learn
about at the beginning of the year or a week ahead.)
4. Instruction should begin promptly and continue throughout the school day using the workshop model opening, work time, and closing.
5. All students should be actively involved in a planned activity.
Students must close the lesson!
6. Teachers/TA’s should be actively supervising and circulating among students, including frequent monitoring of student work and
student behavior.
7. Classrooms should be orderly, clean, and attractive. There should be a place where student work is displayed. Anchor chartsand/or
student samples should be posted so students know what the finished product should be or look like.
8. Class rules, expectations, rituals and routines must be displayed and teachers should enforce them fairly and consistently. Every day
should be a blank slate or a new start…adults should not hold on to what happed in the past! Deal with problems immediately when they
happen.
9. Teachers should use positive reinforcement. Three consequences = Three things that I earn.
10. Teachers should stress the need for students to speak clearly and correctly, using complete sentences and correct grammar.
***********************************
WE REMEMBER
10% of what we read;
20% of what we hear;
30% of what we see;
50% of what we see and hear;
80% of what we say;
90% of what we say and do.
Sharon Bowman states in her book,
Presenting With Pizzazz: Balance Active
and Passive Ways of Learning:
Make learning interesting and engaging.
Vary and pace the activities
Know your students
Provide time for social interaction Provide lots of practice
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Dillard Academy Charter School – “Believe, Achieve, Succeed”
DILLARD ACADEMY CHARTER SCHOOL
2013-2014 FACULTY AND STAFF
Administrative Staff
Director Hilda Hicks
1127
Principal/Curriculum/Testing Coordinator Leadership Brian
Smith (SAT&CIPP&SIP) 1102
AP/Auxiliary Services/ Federal Programs Leadership Danielle
Baptiste (ASAT&CIPP &SIP) 1128
Human Resources Pearlie Whitfield (SIP)
1126
Financial Analyst John Stokes (CIPP)
Office Staff
Secretary LaShonda Kates
1100
Grade Teacher
Teacher Assistants Phone/ Room
Pre-K Sandra Gaines
1124
Kindergarten Kimberly Vaughn (SAT K-2&SIP)
Sherry Sealey 1110
Kindergarten Mary Powell
Quinetta Moore 1111 115
First Helen Williams (CIPP&SIP)
Robinson 1101 207
First Leadership Christa Fryar
Quita Blount (SIP) 1106 208
Second Crystal Belcher
Ida Hook (SIP) 1122 203
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Dillard Academy Charter School – “Believe, Achieve, Succeed”
Second Jessica Anderson
Ida Hook (SIP) 1116 205
Third Dawn Hay
Darlene Parker 1120
Third Doris Ward
Darlene Parker 1118 206
Fourth Kimberly Marcom (SAT 3-4) (SIP)
(SAT) Laura Crawford 1130
Fifth Leadership Maiselyn Dempster (A-SAT&SIP) Charlene
Dawson 1119 201
Fifth Jeff Levingston
Charlene Dawson 1131 202
EC Resource Lasseter Wooten (CIPP&Consult SAT)
1104 103
EC Resource Kathryn Carter
1104
Instructional Support
Behavioral Specialist Thomas Smith (SAT)/Laura Crawford
(ISS PM) 1117
Speech Cheryl Davis (CIPP)
1103 102
Psychological Services Catherine Saleska (TBA)
N/A off campus
Occupational Therapy Venture Rehab
N/A off campus
Technology Coordinator Charles McNair
1125 222
Library/Library organizer Darlene Parker
1105 105
Multi
1133
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Dillard Academy Charter School – “Believe, Achieve, Succeed”
Art Quinetta Moore (SIP)
1113 Center
PE Sherry Sealey
1170 Trailer
Cafeteria Lorraine Rowe/Ida Hook/Dawson
107/108 café
Healthy Living Maria Limon
Garden
Bus Drivers/Van Drivers/Maintenance/Housekeepers
Facilities Manager – Ruffin Branch
Transportation Supervisor – Earl Artis
1114
Food Service/Housekeeping - Annie Parks
Transportation
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Lorraine Rowe Toya Taylor Pamela Rogers Sequelia
Scott Deborah Hobbs
Dillard Academy Learning Center
School Age Group Leaders Quita Blount Lorraine
Rowe
SCHOOL DISCIPLINE POLICY
Teachers are responsible for maintaining proper student behavior. Classroom discipline is an
important aspect of elementary teaching. Many discipline problems in the classroom are because
of poor planning and preparation. Teachers and TAs should get to know your student’s needs and
wants. Developing this relationship is imperative to your students knowing that you care about
them and will keep them motivated to learn. The best prevention for discipline problems is a
suitable, well-planned lesson. Discipline problems should be handled by the classroom teacher if
at all possible. This strengthens the teacher’s image and causes students to develop respect for
the teacher. On the other hand, Dillard Academy realizes that students do sometimes need more
intensive counseling than can be done in a classroom. A behavioral specialist and a psychologist
are on site to help deal with these situations and to help teacher cope inside the classroom.
1. Develop classroom rules, rituals and routines, and expectations
2. Enforce classroom rules equitably
3. Develop a method of tracking good and bad choices
4. Communicate with parents (phone calls, notes, weekly progress reports. . .)
5. Monitor your students in and outside of the classroom
6. Reward positive behavior
Good Behavior Parties:
Good Behavior Parties are (4) school wide celebrations of positive behavior and character
choices. Parties occur quarterly for students who earn $60 behavior dollars that may be
purchased in the school store. Teacher’s/TA’s are to keep track of infractions, behavior dollars,
and party attendance.
Behavior Plan/Process for Dillard Academy Charter School
Dillard Academy After School CASTLES 21st Century Community Learning
Center (CCLC) Dillard Academy Early Learning Center
I. Behavior Enrichment Center
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The creation of the Behavior Enrichment Center (BEC) will employ an approach
that will provide a framework for understanding the student’s individual
difficulties, as well as strategies or procedures to follow for resolving them. The
strategies or procedures used will share a common quality that will assist the
individual student in understanding that each person is responsible for the results
of their actions and their choices.
The Behavior Enrichment Center will not be just PUNITIVE in nature; it
(BEC) will hold students accountable for their actions while in school and/or on
school related activities off campus. It is very important that the BEC, Dillard
Academy Charter School, Castles 21st Century Community Learning Center
(CCLC) and Dillard Academy Early Learning Center support a common
emphasis on consistency, positive and constructive supervision, and ensuring that
the student(s) understand the difference between positive and negative behavior.
There also must be behavior modification plans that will include implementation,
follow-up, and parental involvement (Morris and Howard 2001).
The Referral
Referral to the BEC should be made consistently throughout the programs. If
possible, the preferred first step is classroom intervention and retention of the
student; in order avoid negatively impacting the learning process. Teachers will
not use the BEC as a way to escape dealing with a student’s unacceptable
behavior. Classroom teachers are required to use “classroom” behavior
management processes, which should contain rules and expectations governing
classroom conduct. The BEC will not be a first resort to addressing a behavior
problem or rule violations.
Students in all classrooms will be expected to follow classroom rules;
therefore the rules should be clear, understood, posted, and consistently enforced.
It is also understood that individual classrooms may employ different methods of
getting the proper behavior response. Students must be aware of the consequences
for violating established classroom rules. It is very important that a “universally
agreed-upon code of conduct” (rules) is in place, enforced, and is identical across
all classrooms and after school activities.
All staff members referring a student must complete paperwork before sending a
student to the BEC room. Student class work will accompany students that enter
BEC for completion in the afternoon. Otherwise, students will be sent back for
paperwork.
Before a student is sent to the BEC:
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*All avenues of resolving and correcting the unwanted behavior in the classroom
have been exhausted.
*Documentation of disruptive behavior and steps taken to correct behavior will be
accomplished.
*Upon the recommendation of the classroom teacher and approval of the
behavioral specialist will a student be referred to the BEC.
*Several attempts (3 mandatory) to get the student’s attention, either by positive or
negative reinforcement have been made and the student still refuses to comply and
the behavior are negatively impacting the learning process.
Paperwork must come with a student that is removed from the classroom
setting explaining why the student has been removed.
NOTE:
*Student is creating a hostile learning environment=behavior specialist +
principal contact.
*Prior to referring to the BEC the classroom staff of the student must contact the
student’s parents/guardians for assistance and intervention. A written behavior
summary of the unacceptable behavior must be sent home to the parents/guardians
the day of the incident.
Student Behavior:
The behavior codes of Dillard Academy Charter School and the CASTLES 21st
Century Community Learning Center are aimed primarily at assisting the students
in achieving a high standard of socially acceptable conduct. This process is
regarded as the most important part of their learning experience.
There are identified behaviors that may preempt the student(s) being referred to the
BEC and lead directly to suspension and/or expulsion. They are, but not limited to
the following:
*The introduction of narcotics, alcoholic beverages, stimulants, and illegal
unauthorized drugs.
*The introduction of any weapons or weapon related items.
*Striking another person with malice or harmful intent.
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*The communicating of any threats and/or inappropriate statements to teachers,
staff, or other students, in addition any and all physical altercation between
students.
*Any student(s) that has knowledge of other student(s) that is guilty of any of the
above serious violations and not reported to teachers, staff, or principal may be
subject to disciplinary action as well.
The Behavior Enrichment Center will:
Be available during normal school/after school hours Monday – Friday
Prepare the student socially and mentally for the process of learning
The Student will:
Demonstrate at all times respect for people and property
Be honest, courteous, and polite
Learn to settle differences peacefully
Learn self-control and develop good character traits
Participate in the maintenance and cleanliness of school facilities and property.
The student will bring textbook(s), clothing, and other necessary materials with them, from
the classroom, when coming to the BEC.
The student will not be permitted to attend any extra- curricular activity.
RULES AND REGULATIONS
The student will arrive at the Behavior Enrichment Center escorted by a Teacher, Teacher
Assistant, or responsible adult. Upon request, the behavioral specialist may come to the
classroom to get the student. Upon arrival to the BEC, the student is to report directly to the
person in charge of the center.
1. No talking or conversations
2. Student must stay on task at all times.
3. Student will complete class work as assigned and provided by classroom teacher.
4. No disruptive behavior will be allowed.
5. Two restroom breaks taken per day (except those students with doctor’s notes).
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6. No food, drinks, gum allowed.
7. No electronic devices or games are allowed unless assigned by teacher.
8. No visits by other students
9. Test(s) will be taken at end of the instructional period or as assigned.
10. Sleeping is prohibited.
11. Students are responsible for lost, stolen, or damaged items.
12. No physical contact of any kind between students in the center.
13. No tampering with the property or belongings of others.
14. Inappropriate language will not be tolerated. First Offense, a written warning; second
offense suspension from Dillard Academy and/or CASTLES after school program.
Student Return to the Classroom
At the discretion of the Behavior specialist or principal, the student may be allowed to rejoin
his/her class after satisfactory progress has been made in correcting negative behavior and work
is near complete/completed.
TIPS
Some discipline problems come up in every classroom, but minor problems will not become
major ones if we use these guidelines:
1. Work at being the kind of person children like and can trust, and remember, everyone needs
success, especially those with a record of failure.
2. Maintain a cheerful, clean, and attractive classroom rather than a disorderly one, which might
encourage unruly behavior. Greet your students at the door daily!
3. Get to know the students. The teacher who really knows his/her students can usually
anticipate trouble before it begins.
4. Be enthusiastic, courteous, and keep your sense of humor.
5. Make education interesting and relevant to children’s lives. The teacher who does not plan
winds up with dull, unorganized, dreary lessons.
6. Give reasonable assignments. Do not be vague when giving assignments; make them clear
and concise from the beginning to the end of the lesson.
7. Never use threats to enforce discipline. A threat that is not carried out makes the teacher
“lose face.” I.e. “I’m going to send you out to…..” “If you….”
8. Never humiliate a child. Public scolding or ridiculing a student will make him/her bitter and
will probably turn the rest of the class against the teacher.
9. Avoid arguing with pupils. State your expectation and follow through.
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10. Let students know you care. (Even when you don’t).
11. Establish as few rules as possible, and keep them as simple as possible. Examine them from
time to time and eliminate those that are unnecessary. Let students participate in setting rules
for the classroom.
12. Do not act as if you are expecting trouble, or you will encounter some.
13. Listen! A frequent source of a child’s aggression is the feeling that nobody is listening to
him/her.
14. Be firm, fair, and friendly in your relations with students and parents.
15. Don’t shout at students…it shows them you are out of control as well.
Student Safety Rules on a School Bus
The Facts
An average of seven students in the United States are killed each year because of school bus accidents, but 19 children are killed each year in the process of getting on and off the bus.
The majority of children killed in these incidents are between 5 and 7 years old. Young children
are at the most risk for bus accidents because they are inexperienced in dealing with traffic.
You are expected to ride one bus at the beginning of the year to assist students who are new to the school and to learn how they came to you/leave you.
Purpose
School bus rules are designed to keep students safe. Most school bus injuries and fatalities occur in what the NHTSA calls "The Danger Zone," a 10-foot wide perimeter around the school bus. Because of this, the NHTSA and most local school boards have suggestions for correct behavior when entering and exiting the school bus.
While on the bus, problems are most likely to occur if children behave in ways that distract a driver's attention from the road.
Types of Rules
School bus rules can be divided into three categories: Rules for getting on the bus, rules for behavior while the bus is in motion, and rules for exiting the bus.
Rules for getting on the bus include waiting calmly for the bus to arrive, stepping back from the road as it approaches, and waiting for it to come to a complete stop before moving to the door.
Rules for behavior while riding the bus include remaining seated with arms, hands and head inside the bus at all times, keeping aisles clear of backpacks, and other objects and waiting until the bus has completely stopped to stand up.
Rules for exiting the school bus include making eye contact with the driver before crossing in front of the bus, checking for traffic before crossing the street, and never crossing the street behind the school bus.
Read more: Student Safety Rules on a School Bus | eHow.com http://www.ehow.com/about_5484582_student-safety-rules-school-bus.html#ixzz1Q8Kikyg7
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In May 2003, a school bus carrying 48 students rolled onto its side and went down an embankment near Siloam Springs, Arkansas. A 14-year old girl was killed and at least 21 other students were injured. The driver of the bus explained to police that a disturbance caused him to momentarily take his eyes off the road, thus causing him to drive off the pavement. Of course, creating a disturbance is a violation of school-bus safety rules. Unfortunately, such student behavior is very common. Thus it is vital for students to know the bus rules and to be on their best behavior. Read more: School Bus Safety Rules | eHow.com http://www.ehow.com/about_5373622_school-bus-safety-rules.html#ixzz1Q8MHLU7Y
Student Rules
Safety rules for students involve those that address behavior both on and off the bus. Students are strongly encouraged to stand several steps back from the road at their bus stops. As the bus draws near, they must wait until the red flashers are activated before attempting to cross the street or otherwise, approach the vehicle. When exiting, students must either cross immediately while the red lights are on, or else stay clear until the bus leaves. Passengers are to remain seated, must keep their hands to themselves, and should avoid placing their hands or heads near the windows. Screaming and fighting are serious distractions to bus drivers and should be avoided. Read more: School Bus Safety Rules | eHow.com http://www.ehow.com/about_5373622_school-bus-safety-rules.html#ixzz1Q8MWEEWl
Considerations
Misbehavior and student’s disregard for bus safety rules serves as a major distraction for the bus driver and is a constant threat to the well being of all bus passengers. Commonly, other motorists do not stop when school vehicles are loading and unloading, thus creating potentially dangerous situations unnecessarily. Therefore, it is incumbent upon parents and community leaders to continue working with the student population as well as motorists in order to further improve child safety in and around the school bus. Violations of motorists should be reported to law enforcement.
Read more: School Bus Safety Rules | eHow.com http://www.ehow.com/about_5373622_school-bus-safety-rules.html#ixzz1Q8MpZ7yv `
Bus Passenger Safety and Conduct Policy
SCHOOL BUS PASSENGER SAFETY AND CONDUCT POLICY
The service of school buses has become an integral part of the Public School's educational system. Therefore, the staff of the school district has the responsibility to provide a continuing program of instruction in school bus safety. The School Bus Passenger Safety and Conduct Training Program Guide (3545.5 Procedure 1 shall be used as the basis of this training).
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Passengers on school buses must conduct themselves so that their actions do not place in jeopardy the safety and well-being of themselves or any other individual. Rules for Passenger's Conduct on Bus (3545.5ES-b) shall be used in informing students of acceptable behavior.
In the event that misconduct occurs, authorized personnel shall implement procedure as outlined by the superintendent (3545.5 Procedure 2). If misconduct is of serious enough nature to warrant withdrawing the privilege of riding the bus from the individual, Suspension and Expulsion Policy No. 5114 shall be applied.
Adopted: 11-13-73
PROCEDURE 1
SCHOOL BUS PASSENGER SAFETY AND CONDUCT TRAINING PROGRAM GUIDE
Each teacher should review the contents of this Handbook for School Transportation, and become familiar with all facets of the pupil transportation program including the School Bus Stop Law and the procedures to be followed in conducting emergency evacuation drills.
In introducing this course, the teacher should make it clear that in addition to the individual rider's responsibility for his or her personal safety; he or she can also be responsible for the safety of the group. On the other hand, the group has the responsibility for the safety of the individual and the group.
THE SCHOOL BUS
The school bus is a valuable and expensive item of equipment and proper attitudes must be developed for its use and care. These buses were paid for by your parents and other taxpayers. All of these people work very hard to pay for this equipment so it must receive proper treatment and care. Do not cut seats or write on the bus.
THE SCHOOL BUS DRIVER
There must be an attitude of respect and cooperation on the part of each student toward the bus driver.
1. The driver of the school bus is responsible for the safety of all students riding on the bus.
2. The driver has the same responsibility as a teacher in controlling discipline. Therefore, expectations for the bus must be posted and enforced.
3. The first duty of the passengers is to obey the driver's directions promptly and cheerfully.
4. The driver must concentrate on driving the bus. Any distraction may cause him to have an accident.
The monitor must prevent such distractions whenever possible. Strategies that work well include having students with behavioral issues sitting on the inside away from the isle next to the bus monitor. Sitting in a seat by themselves when possible.
Buses Sitting students by grade level youngest in the front and oldest in the back with the monitor sitting in the back.
WALKING TO THE BUS STOP
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Impress on (teach) students the correct procedure in establishing a safe route to the bus stop. Develop proper attitudes and understanding of the right-of-way of motorists. Point out how unsafe acts can lead to accidents.
Points to emphasize to students:
1. Leave home on time--hurrying to the bus may cause accidents.
2. Wear bright clothing if there is snow, rain, or fog.
3. Walk on the sidewalk whenever one is available; otherwise, walk on the left edge of the road facing traffic.
4. Watch for turning cars and cars backing out of driveways.
5. Never cross the road at curves--motorists cannot see you.
6. Cross at corners after carefully checking both ways for vehicles.
7. Obey all traffic lights and signs.
8. Walk in single file or not more than two abreast.
AT THE BUS STOP
Teach students the correct location to wait for the bus. Emphasize the danger involved in unsafe acts such as standing in the roadway or playing on the road.
Points to emphasize to students:
1. Always be on time.
2. Wait quietly - do not play in roadway.
3. Do not damage property at the bus stop such as flowers, shrubs, trees, and lawns.
4. Do not leave litter at the bus stop.
5. Stand back about 10 feet from the roadway while waiting for the bus.
6. If students must cross the roadway to board the bus, look in both directions for traffic; wait until the bus driver signals before crossing the road. Walk in front of the bus in single file.
7. When boarding the bus, use the handrail and take the steps one at a time.
8. Speak to the driver in a pleasing manner.
9. Go directly to your seat.
ON THE SCHOOL BUS
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Good conduct is necessary for a safe bus ride. The driver must concentrate on driving and the students should cooperate to help keep the bus safe and on schedule.
Safety rules for passengers:
1. Watch your sitting posture as you would in the classroom.
2. Remain seated until the bus reaches its destination and comes to a complete stop.
3. Keep noise levels low and be very quiet at railroad grade crossings so the bus driver can hear railroad warning signals.
4. Keep the aisle of the bus clear.
5. Keep the bus clean--don't be a "litterbug."
6. Keep your head, arms, and hands inside the bus at all times.
7. Keep your feet off the seats.
8. Keep books and all other objects under the seat, not in the aisle.
9. Remain quiet so that you will not distract the bus driver.
10. Obey the bus driver's directions promptly and cheerfully.
11. Never throw objects around the bus or outside the windows.
12. Never open the windows without the driver's permission.
LEAVING THE BUS
Students should leave the bus in an orderly manner. Courtesy contributes to safety.
Points to remember:
1. Keep seated until the bus comes to a complete stop.
2. Don't push or shove, but move quickly.
3. Be pleasant and courteous to the driver.
4. Use the handrail and take one step at a time when leaving the bus.
5. If you must cross the roadway, walk about 10 feet in front of the bus to a point even with the traffic side of the bus. Look carefully in both directions and wait until the driver signals you to cross, then cross quickly, but do not run. Help smaller children to cross the road safely.
6. If your home is on the right side of the road, go directly to the driveway where the driver can always see you.
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7. Don't stop at the mailbox until the bus leaves the area.
EMERGENCY EVACUATION DRILLS
Due to the increased number of pupils being transported in present-day traffic with a potential increase in accident hazards, there is a need to instruct pupils to vacate a school bus in case of an emergency. Since the bus driver is responsible for the safety of the pupils, he must direct the emergency drills.
Important factors pertaining to school bus evacuation drills are:
1. Safety of children is most important and must be considered first. There is possible danger when a child jumps from the rear emergency door exit.
2. All drills should be supervised by the principal or by persons assigned by him to act in a supervisory capacity.
3. Drills should be held on school property and not on bus routes.
4. "Emergency drills" should be organized in a manner similar to fire drills held regularly in schools.
5. Emergency drills should be held regularly, at least twice a year or perhaps more often during fall and spring months, and preferably when the bus arrives at the school building.
6. There are several different drills:
a. Everyone exits through the rear emergency door.
b. Everyone exits through the front entrance door.
c. The front half exits through the front door and the rear half exits through the emergency door.
7. The driver should stay in the bus during evacuation drills. He should be sure that the emergency brake is set, ignition off, and transmission in gear.
8. Children should not be permitted to take lunch boxes, books, etc. with them when they leave the bus.
9. Two older students should be stationed outside the emergency door to help the small students exit the bus.
10. The pupils should go to a distance of at least 100 feet from the bus in an emergency drill and remain there in a group until given further directions by the leader.
11. All children should be given an opportunity to participate, including those children who only ride a bus on special trips.
Adopted: 11-14-73
Revised: 1-28-75
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PROCEDURE 2
SCHOOL BUS PASSENGER CONDUCT PROCEDURES
When in the judgment of the bus driver or other authorized personnel, bus conduct rules have been violated, the following procedures will be implemented.
1. The transportation supervisor will forward the following
information to the principal of the student or students involved:
Student's Name__________________________________
Bus Number_____________________________________
Date of Misconduct________________________________
Nature of Misconduct______________________________
2. On receiving notification of a student's misconduct, the principal will confer with the student with the goal of correcting the situation so that no future misconduct will occur. As soon as the conference is completed, the results will be reported to the transportation supervisor. It may be effective for the student to make a written explanation to be included with the principal's report.
3. If a student should become involved in a second violation, the same procedures will be followed as outlined above except that the student's parents must be notified. A conference with student participation is usually preferable but if this is not possible, a phone call or written notice mailed to the parent's home will suffice. In any event, the parent should be advised that students cannot be permitted to continue to jeopardize the safety of themselves or others.
4. Action taken for any additional violations will be at the discretion of the principal after consultation with the transportation supervisor. If the principal decides that the student is to be suspended from riding the bus for a period of time, Suspension and Expulsion Procedures #5114 will be followed.
Adopted: 11-13-73
Revised: 1-28-74
RULES FOR PASSENGER'S CONDUCT ON BUS
1. Be on time; the bus must be kept on schedule.
2. Do not stand or play in road while waiting for the bus.
3. Enter the bus without crowding or disturbing others.
4. Do not try to get on or off the bus while it is moving; wait until the bus stops.
5. Do not extend head or arms out of windows.
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6. Be courteous to the driver and to fellow pupils, keeping hands off other people at all times.
7. Obey the driver as you would a teacher.
8. See that your conversation is clean and never loud or boisterous. Talk in normal tones. Use of tobacco and profane language in a school bus is forbidden by law.
9. Do not call out to passers-by.
10. Help keep the bus clean, sanitary, and orderly.
11. Do not damage or abuse bus equipment.
12. Carry on no unnecessary conversation with the driver while bus is in motion.
13. Do not loiter in or around bus while on school grounds.
14. Do not leave bus without the driver's consent, except on arrival at home and at school.
15. Make sure that the road is clear and get the driver's signal when you must cross the road, to and from the bus.
16. When crossing highway, look both to right and left, then walk, do not run.
17. When stopping the bus on the road, the pupil shall cross the road in front of the bus, after seeing that the way is clear.
18. Enter and leave bus by front door ONLY, except in an emergency.
School Day 2014
School Office Staff 7:30AM-3:30PM
Faculty day 7:30Am-3:30PM
Faculty work day 8:00AM-3:00PM
Grade Level Planning 7:30AM-8:00AM
Unload Bus 7:30AM except staff
meeting days 8:00 AM
Breakfast in the room 7:30AM-8:00AM
Student School Day 8:00AM-3:00PM
Early Dismissal 12:00PM
8:00 AM -12:00 PM Core Classes (Reading/Math/Science/Social Studies)
12:00-3:15 As assigned Extracurricular Classes
(Healhy Living, PE, Art, etc.)
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Student's grades are based on in class participation, quizzes, tests, daily
Assignments. Those grades are the only ones that should
be recorded on student report cards. Behavior is not
recorded as an academic subject and should only be placed
in the conduct portion of a report card. Homework should
be used as extra credit and optional.
Early dismissal schedule and resources see Master schedule above for staff
…Resource schedule is cancelled on early dismissal days.
Dismissal:
Student's should be organized and dismissed after assemblies and at the end of
the day in the following order:
Grade Pre-K …Kindergarten…1st…2nd…3rd…4
th …and 5th from the
hallway.
This avoids confusion and injuries.
All students are to be accompanied by a staff member when leaving a room.
Foster Grandparents are to care for only one to two student(s) when leaving a
room.
The teacher and/or teacher assistant must accompany students to recess and
lunch. One teacher or assistant must accompany class at lunch this year.
Teacher and teacher assistants must adhere to schedules that are posted and
notify the principal
of any conflicts that arise throughout the year, so changes
can be made.
Student's must have at least 10+ test/quizzes/participation grades and 2+ chapter
or project grades per report card
Students must have at least 5+ test/quizzes/participation grades and 1+ chapter or
project grades per Progress report. Third, Fourth, and Fifth graders will be
tested as required by the state and tests will be given according to the schedule
printed on the calendar.
Running records at the beginning and end will be administered to show growth
individually and as a class as mandated through the MSL requirements. Therefore
Reading 3D and monitoring must take place throughout the year!
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Practice writing/foundations tests will be your responsibility this year.
All recommending teachers that are referring a student to the SAT team must
bring data showing what has been taught, modifications that have been made, and
supporting reasons for the referral. They must explain the reasoning for each
child they are referring. Scheduled dates are provided on the staff calendar.
Dillard Academy Charter School
Technology RULES
(Post in your computer area)
General Rules
No food or drink allowed near the computer at any time.
Come to the computer with clean hands.
Wait for directions before you begin.
Listen carefully when directions are being given.
Work only on the computer that is assigned to you.
Be respectful of all hardware and software.
Be respectful of your neighbor.
Take Care of Equipment
Do not put your fingers/objects in the computer.
Do not put your fingers on the computer screen.
Do not change settings on the computer or computer screen.
Do not bang on the keyboard.
Do not touch or tamper with cords.
Do not unplug the headphones keyboard, mouse.
If you have a problem
Raise your hand.
Do not get up from your seat to get the teachers attention.
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When on the Internet
Stay on the assigned site.
NO email (without permission).
NO chatting.
Never give out personal information.
Ask Permission before installing ANYTHING - Do not CLICK “yes”
When it is time to go
Close out all programs properly Logout (not X everything)……..Start
shutdown
Push in your chair
Put your earphones away
Student recognition
Each student will be assigned a computer terminal. Please list the names for
access issues that might arise.
Technology Care
1. Computers are for professional use; not personal use. Therefore, please do not load
any personal information into a computer unless you are willing to lose that
information. Administration, technology coordinator, or designated tech
representatives will reset computers to their original settings from time to time to help
clear out unnecessary websites and prevention of viruses, malware, and other
clogging agents of computer memory and performance issues.
2. Apple ipad apps are to be approved before adding them to the account unless the app
is under the educational, business, or book genre in the apple store. It is up to the
technology coordinator and principal to determine what is academic enough to be
added to the education account. Approval is also true of music and other genres too.
3. Please use the icord to import photos into your laptop and then remove pictures as
needed to prevent ipad space issues.
4. Emails are public documents that anyone can use for or against you as a public
record. Therefore, remember to keep your emails professional.
5. Anyone who breaks a new technology is responsible for replacement of that
technology. Therefore, please place computer, ipads, elmos, projectors, and any other
devices in a safe place(s) where an adult can supervise the usage of the technology
being used. Students are also responsible for replacement of damaged technology too.
Staff and students are responsible for damages to furniture in the building in the same
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way that they are responsible for technology. All damages should be emailed to the
technology coordinator and principal, the day of the incident (ASAP). 6. Do not spray any water or chemicals on an electronic device. Do not place drinks near
any electric device(s) or bring liquids into a computer lab. Accidents are not accidents
at this point and replacement of a device will be to you.
7. Computer devices including a mouse, monitor, keyboard, and other such devices
should not be relocated unless the technology coordinator and principal have been
notified by email. 8. Personal devices are welcomed to help teach in your classroom. However, Dillard
Academy is not responsible for replacement of those devices in the case of breakage
of the device or theft of the device. An investigation will take place to see if further
actions need to be taken.
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PERSONNEL POLICIES
1. School Work day begins 7:30 a.m. and ends at 3:30 p.m., or until the last student has left the
campus or joined the afterschool program. All staff is to be on duty at the beginning of their
tour, and are to stay on duty until their tour has ended for the day.
2. Breakfast will be served from 7:30 a.m. until 8:00 a.m. each day. Teacher Assistants will
receive students in the classroom at 7:30. Instructional time is from 8:00 a.m. until 3:00 p.m.
Students will eat breakfast in the classroom. Students are to leave the bus and come to the
room upon arrival except on staff meeting days.
3. Meetings will take place from 7:30-8:00AM or 3:00 -3:30. Attendance should be taken by
leadership team member.
4. Teacher Workdays: 8:00 a.m. – 3:00 p.m.
5. Dress: All faculty and staff members are expected to dress professionally in attire that is
appropriate for a school setting. The way we dress reflects attitude and professionalism. We
are role models and examples for our students.
Faculty and staff members are not permitted to wear jeans, shorts, athletic jogging suits, or
tennis shoes on student days or parent teacher conference days (Monday through Thursday).
The exception to the rule are Fridays (is dress-down day) and field trips. Staff can wear a
Dillard Academy shirt and may were jeans and/or tennis shoe in those exceptions.
Additionally, staff may bring modest athletic clothing for wear during physical activities (this
applies to PE teachers and afterschool activities such as Zumba, fun day, TIGER Fest not
recess unless participating). The principal may ask you to change if this occurs as we are to
dress as professionals.
6. Teacher/Staff Absences: If a teacher or staff member is to be absent he/she should complete
a leave request form (Leave Request Form) this is mandatory. The leave slip must be
approved prior to leave being taken. For personal leave, a LRF must be submitted to the
principal one week prior to the desired time for the leave. For sick leave, staff should call
the principal before 9:00PM the night before. For emergency leave, please call the
administrative staff or the school Secretary’s prior to 7:30 a.m. the morning of your absence.
Complete a LRF and attach documentation verifying the emergency upon return to work. All
leave must be approved by the principal. Doctor’s notes and such should accompany your
LRF when possible. Lesson plans are to be left with your TA before leave takes place. At no
time can a Teacher and TA be out on the same day where coverage cannot be provided to the
class. In the case of multiple days (2 or more) absences, a doctor’s note must accompany the
LRF.
7. Leave: Dillard Academy Charter Public School operates on a traditional (10-month)
calendar August through June. The school calendar builds in 11 holidays and 10 annual leave
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days. Employees are expected to be at school on time 7:30 AM and ready to work. All jobs
are important and require the employee’s presence. The administration recognizes that on
occasion emergencies will occur that will require the employee’s absence from the job.
To accommodate the employee during such emergencies, 10 additional days—5 sick days
and 5 personal leave days are available to the employee during the year. Sick days and
personal leave days are earned by the employee at the rate of ½ day sick leave and ½ day
personal leave per month. The leave accrues on the last day of the month after the employee
has been on the job for 30 days. Time for leave starts at 15 minutes intervals and the 16th
minute requires a leave slip to be filled out and turned in to the school secretary. After time
has been used up, time without pay will be implemented on the upcoming check.
Contact made with the principal is required daily when sick. If sick for more than 2 days, a
doctor’s note is required. Consideration of diseases and other conditions of illness will be
noted and the principal or director will make the call if further actions need to be taken for or
against personnel.
Sick leave is to be used when the employee is sick or when a member of the employee’s
household is sick with a contagious disease or illness. Sick leave may also be used for the
employee’s medical or dental appointments. Personal leave is to cover other emergency
situations, including leave to care for sick family members (unless the family member suffers
from a contagious disease or illness, in which case the employee may use sick leave).
Employees are encouraged to honor their duty as citizens to serve on jury duty, when called.
The employee will be excused from the job (without a charge to leave) during the time the
employee is on jury duty. A notice from the Clerk of Court will be required to support a
claim for the employee to serve on jury duty.
A maximum of 5 days per year may be granted to an employee who experiences the death of
an immediate family member. An immediate family member is defined as a parent, a child, a
sibling, or a spouse.
Any absence in excess of available sick and personal leave, jury duty, and bereavement leave
will be charged to leave without pay.
8. Mail Boxes: Each staff member has a small mailbox outside your classroom. Please check
your box upon arrival and before leaving each day. Remember personal notes and parent
notes will be placed in this box to deter interruptions in the school day.
9. Office boxes: Forms will be placed in the boxes inside of the BEC room. The forms will
include field trip forms, enrollment forms, verification forms, employee leave requests,
change of address forms, and refocus forms etc.
10. Email: Each staff member has an email account. If your email is not working, you should
contact the technology coordinator and principal immediately. Email must be checked
daily. Suggested times to check your email… in the morning and/or in the afternoon before
you leave.
Revised 07/11/13
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11. PTO Meeting: All teachers and assistants are expected to attend at least two PTO meetings. I
encourage each of you to become a member. A strong PTO organization can be extremely
helpful to the school and your classroom.
12. Parental Conferences: Conferences should be held after school or during the teacher’s non-
instructional time. These conferences should be scheduled in advance. Teachers should take
the opportunity to discuss the child’s progress with parents either at school or by telephone
whenever needed or requested. The first conference should occur in the first week and must
be positive. The second, third, and fourth nine weeks conferences should reflect what is
happening in the classroom that includes behaviors towards academic learning.
Parent/Teachers Conference Log DAT
E
NAME
of student
or parent
Conversation with
Parent positive or
negative
T/TA
contac
t
If follow up
by
administratio
n (please list
admin’s
name)
Academic Progress Reported Behavior Progress
Reported
Conference
date and time
13. Student Enrollment: Students are enrolled in school through the Main Office and are
assigned to individual teachers by the principal. Any changes must be made through the
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23
Main Office. All staff should work to insure cumulative folders are not missing the major
elements.
14. Student Transfers: When a student transfers from our school, fill out a transfer sheet, and a
transfer card, which can be obtained from the office. Update the report card and cumulative
folder. On the last day the student is in attendance, give the student or parent the transfer
sheet, transfer card, and his/her report card. Return the completed cumulative folder to the
office.
15. Accidents: Teachers are asked to keep a record of accidents which occur while students are
under their supervision. These accidents should be recorded on Incident Report forms
provided by the Main Office and turned in immediately. Staff must notify the Principal/
office immediately if a personal injury occurs while on duty.
16. Assemblies: Each teacher will have a designated area for his/her students. It is the duty of
each teacher to accompany and supervise his/her group. All faculty members are expected
to attend school assemblies.
17. Lost and Found: Lost and Found items are to be turned in to the Main Office. After a week,
the clothes may be subject donation to our clothes closet or outside entity.
18. Clothes Closet: Donated clothing is available in case students need an article of clothing.
There is also some limited clothing available for family emergencies and other needy
families in the community. Request clothing from the school Secretary.
19. School Purchases and Reimbursements: All purchases made on behalf of the school must be
approved by the Director in advance of the purchase. Only pre-approved purchases are
reimbursable. All requests for reimbursement must be made on the Request for
Reimbursement form and must be accompanied by a receipt and turned in to the Director’s
Office.
20. Faculty Meetings: Faculty meetings will be held monthly and scheduled at the school retreat.
All faculty members are expected to be present and stay until the meeting has concluded. Do
not schedule parental conferences or personal appointments for these monrings. Faculty
meetings will be devoted to routine business and improvement of instruction. Staff
development and committee meetings will occur during this time period, when needed.
21. Field Trips: Field trips should be planned thoroughly. A Field Trip Request form should be
filled out and turned in to the Main Office for approval two (2) or more weeks prior to the
date of the trip. A Student Field Trip Parent Permission form will be sent home, signed by
the parent of each child, returned to school, and filed by the classroom teachers. Permission
in writing is needed for children to attend field trips. Field trips are valuable only to the
extent that they supplement the class work and adequate follow-up is made of the trip
experience. Therefore, all field trips should be placed in your lesson plans and what standard
they are covering.
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22. Parties: Each classroom may have one (1) party per month to celebrate birthdays and student
achievement. Good behavior parties occur quarterly and are based on the amount of tickets
sold. Staff members are not allowed to take away behavior parties that have already been
given out due to bad behavior on that day. The principal or behavioral specialists are the only
ones who can cancel students’ participation in such events.
23. Telephone: The telephones in the school are to be used for school business only. Dillard
Academy classrooms are all equipped with telephones. The purpose of the telephone in the
classroom is to facilitate teacher contact with parents/guardians. The telephone is not to be
used for outgoing calls during the instructional day. Classroom staff may use the telephone
in the room for emergency calls after notifying the office/principal. No students should be
sent to the office to make phone calls. No student should place a call anywhere on campus.
Incoming telephone calls to staff will not be transferred to the classroom during instructional
time 8:00-3:00. Long-distance calls are prohibited except for school business. If you
receive a call during school hours, a note will be placed in your mailbox concerning the call.
Cell phones should be turned off in the classroom during the instructional day. Cell phones
should only be used outside of the building, during a 30 minute lunch break, in the break
room, or after school designated area. Cell phones should not be used in the halls or
classrooms and/or near students’ hearing of a conversation. Cell phones should be placed
on silence or vibrate at all times. In case of emergencies, the principal or designee should be
made aware and accommodations can then be made. Noncompliance with this or any
rules/policies will result in a informal warning, formal write up, and up to but not limited to
termination of the one year contract given to Dillard Academy employees.
24. Corporal Punishment: Dillard Academy does not administer corporal punishment.
Withholding food (breakfast/lunch/snack) is not acceptable form of punishment and is
illegal.
25. Student Absences: All students are to bring a written excuse from the parents or legal
guardians on the first day after being absent. The parent or legal guardian should write and
sign the excuse. The teacher should encourage and emphasize the importance of bringing the
signed excuse.
Written excuses should be evaluated by the teacher to determine whether or not the absence
is legal. In the event the absence is legitimate, the teacher should follow the procedure for
recording and should make every effort to help the student make up the work missed. The
written excuse should be filed in the event that it may be used for future references.
Since most students usually find the schoolwork harder after being absent, the teacher should
actively encourage regular attendance. If, however, the presence of the student seriously
endangers his own health or that of his classmates, he should stay home.
There are instances when students are legally absent from school and are excused. The
following reasons constitute such legal absences:
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25
a. Illness or injury which prevents the student from being physically able to attend school.
b. Quarantine that is ordered by a health officer or by the State Board of Health.
c. Death in the immediate family. Immediate family of a student includes, but is not limited
to, parents, grandparents, brothers, and sisters.
d. Medical or dental appointments.
e. Court or administrative proceedings when the student is a party to the action or under
subpoena as a witness.
f. Religious observance. The approval of such absences is within the discretion of the
Dillard Academy Board of Education, but is normally approved.
g. Educational opportunity. Approval must be granted before the child is absent. The
director may approve this type of absence when it can be demonstrated that the purpose
of this travel or leave is an educational opportunity.
The Absentee Report should be taken or sent to the office by 8:30 a.m. Code all absences
correctly on a day-to-day basis. Accurate attendance is very important. A student is counted
tardy if not in the room by 8:00 a.m. Encourage students to get to school on time. Students
that meet or exceed the twenty day consecutive or nonconsecutive absences in a
year without prior notice to the principal will be un-enrolled from the class roster
and exited from the school’s system.
26. Cumulative Folders: Personal and family data should be brought up to date near the
beginning of the school, is ongoing, and continued as needed. Grades, standardized test
results, and other information should be recorded at the appropriate time. All records will be
kept in the office and shall be checked out on Teacher’s Record Log. Please do not take
cumulative folders home with you. No student shall have access to cumulative folders. The
teacher and/or teacher assistants are responsible for the completion of cumulative folders
before the leaving at the end of the year.
27. Awarding Grades: The primary intent of every academic course, (communication skills,
reading, mathematics, social studies, and science) is to affect student growth. This growth
may be evidenced by the development of certain skill proficiencies, the understanding and
application of concepts and, in some instances, the retention and utilization of information.
Grades should be awarded in a manner which describes, as accurately as possible, the extent
to which this growth has occurred in relationship to the requirements of curriculum content.
The primary purposes for grading are to:
1. Provide an assessment, for students and parents, indicating student
achievement in relationship to the curriculum content.
2. Provide an opportunity for teachers to identify student deficiencies in order
to provide instructional assistance.
3. Recognize excellence in achievement.
4. Provide information for proper placement of students.
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28. Report Cards: Report cards for grades PreK-4 will be distributed at the end of each nine
weeks to students on the designated day. All available information must be completed on the
report cards each nine weeks. An EC progress report should be included with the report card.
Report cards and progress reports are to be distributed on time. The principal will sign all
paperwork as needed, therefore all report cards and progress reports must be given to the
principal one week before distribution.
29. Report of Progress: A report shall be completed on each student’s progress. Reports should
be sent near the halfway point during each nine week grading period. Teachers will complete
these and send them home by the student to have them signed and returned to the teacher. If
not returned, teachers should call or send a letter to the parents. A student should not be
given a failing grade unless the parents have been issued this report.
30. Awards:
A. Academic Achievement: At the end of each nine weeks grading period, the students at
Dillard Academy are recognized for their academic excellence. The teacher compiles the
list. The list is posted in the main lobby. The list will be given to the director on the day
after report cards are distributed.
B. Principal’s List: Students must make all A’s and satisfactory grades in all non-academic
areas.
C. Honor Roll: Students must make all A’s and B’s and satisfactory grades in all non-
academic areas.
D. Student of the Month/TIGER award: Will be chosen by the teacher. Requirements are
good citizenship and doing all assigned work conscientiously and consistently helping
others. Teamwork Integrity Generosity Enthusiasm Respect (TIGER) award is an award
to be given monthly and the overall students are awarded at the Awards Day Ceremony.
E. Perfect Attendance: Perfect attendance will be recognized on a nine weeks basis. At the
end of the year, each student will receive a perfect attendance certificate if he/she has
attended school 185 days. Staff will also receive an award for perfect attendance.
31. Lesson Plans: Lesson plans are essential and should serve as a guide in the teaching process.
All teachers are asked to have lesson plans daily and email the weekly lesson plans to the
principal or instructional specialist on the Friday before the instruction is to occur. Prepare a
detailed lesson plan for a substitute teacher if you anticipate needing one. Please leave lesson
plans in such a form that a substitute could enter the room and follow your instructions. A
class roll should always be left for the substitute.
32. Instructional Emphasis: Dillard Academy requires a minimum of five hours of instructional
time per student per day. Instructional time is time in which students are assigned to a teacher
for the primary purpose of instruction. Instruction is any activity that leads toward the
mastering of specific educational goals as stated in The Common Core & NC Essential
Standards.
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Effective planning enables the teacher to utilize instructional time efficiently. Planning time
has been designated for all teachers, assistants, and special area teachers from 3:00-3:30.
33. Physical Education: Efforts are made to prevent more than one grade level from being
scheduled at the same 30-minute period. In Pre-K-4 a teacher and/or an assistant will
supervise their individual groups. Each class will be required to include at least 30 minutes of
exercise daily, and at least three 30 minute sessions per week. Each class should be involved
in some teacher-directed activity. You are charged with the responsibility of teaching
students different skills and activities. All students should participate unless you receive a
doctor’s note or your judgment directs otherwise.
34. Computer Education: Each teacher is required to provide students with a minimum of 60
minutes of computer instruction per week. Use of classroom computer(s) by all students is
essential to meeting this requirement. The computer should be an integral part of the regular
instructional program. Integration of technology skills into the regular curriculum is
expected.
35. Homework: The recommended daily time guidelines are:
Pre-K…………………………………………………………………10 minutes
Kindergarten, Grade 1 ……………………………………………….15 minutes
Grade 2. …….………………………………………………….…….20 minutes
Grade 3……………………………………………………….………30 minutes
Grade 4 ……………………………………………………………….40 minutes
The homework must be reflective of what was taught in the day’s lessons! This is optional
and should be seen as such. Homework given should be only for practice and not exceed the
times above.
36. Instructional Supplies: Instructional supplies can be obtained by filling out the Requests for
Supplies Form and leaving it in the office. Request for instructional supplies should be made
prior to anticipated use. Staff is expected to make a supply list with needs and then wants and
submit it to the principal. Staff is expected to make purchases that will improve student
learning. Student (Grade Level) supply lists should be submitted at the end of the school year
in able to supply stores the lists for the upcoming year.
37. Evaluation Procedures: In order to assure high quality of employee performance and to
improve the instructional program, a continuous program of evaluation of personnel has been
established. Standards and criteria, as adopted by the North Carolina State Board of
Education will primarily serve as the basis for Dillard Academy. A member of the
administrative team and/or the Curriculum Coordinator will evaluate teachers. The Board of
Directors will review teacher evaluations. The Board of Directors/designated representative
will review and evaluate the Administration, including the Director, Administrative
Assistant, Principal, and other administrative staff. The Board will also make unannounced
and announced on-site observances and evaluations throughout the school year.
All Teachers will be observed a minimum of three/four times during the year with ILT’s
having one mentor observation. One observation will be cumulative and result in a final
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summary. All observations will be completed by the end of April. Teacher assistants will get
a mid-year and end-of-year evaluation. Initial License Teachers (ILT) will be observed at
least four times during the school year to include one mentor observation. All teachers and
teacher assistants can be observed as many times as needed throughout the school year by the
administration. Also refer to ILT policies for more information.
38. Expectations for Classroom Observations: The primary purpose of classroom observation is
to improve instruction. ILTs and probationary teachers will be observed four or more times a
year. Career teachers will be observed at least twice a year. Teachers should have a detailed
lesson plan placed on their desk at the time of the observation. When observing a class,
formally or informally, these are a list of what to expect:
A. To see all students actively involved in an agreed upon planned lesson or project.
B. To see teachers and assistants actively supervising and circulating among students.
C. To see an opening, middle, and closing…with emphasis on students’ closing a lesson.
D. Teachers to make sure students understand what they are doing. Example: After
directions have been given, call on a student to restate what is to be done.
E. Classroom should be orderly, clean, and attractive. There should be a place where student
work is displayed both in and out of the classroom.
F. Class rules, routines, and rituals displayed and teachers enforcing them.
G. To hear and see teachers using positive reinforcement throughout the period.
H. To engage students and not raise your voice to a yelling status.
I. To hear teachers stressing the need for students to speak clearly, correctly, and in
complete sentences.
J. Teachers to teach those skills outlined in the Common Core Essential Standards & NC
Essential Standards These standards should be posted next to each student’s work.
K. To see evidence that the teacher has a planned purpose for the lesson and is addressing
the different ability levels and learning styles in the classroom.
L. Instruction to begin promptly and continues until the end of class.
M. Other responsibilities are found in the North Carolina Teacher Appraisal Instrument.
39. Lunchroom Procedures
Those who were eligible for free or reduced lunch last year will continue to receive free or
reduced lunch at the beginning of the school year. New forms will be processed and
eligibility may change.
New students applying for free lunch will have to wait until forms are processed before
receiving free lunch.
Lunches may be charged in the office. The parent will be notified of the charge and will be
asked to pay the lunch money back the following day. Teachers should collect lunch money
and turn it in to the office daily.
Breakfast will be served from 7:30 – 7:55 AM each morning and taken to the classroom.
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The cafeteria will be monitored by a designated staff member so that teachers and teacher
assistants are able to take a lunch at the same time. A list will be provided of disruptive
students and given to the teacher/TA upon completion of lunch.
40. Care of Building and Grounds: As a general rule there should be no eating or drinking in the
classrooms. On special occasions, when this does occur, the teacher should make sure that
the needed cleaning is carried out. Spills should be taken care of immediately reducing or
eliminating the need for extensive cleaning. Report any maintenance or custodial needs to the
Main office. All of the classrooms should receive the following services:
Daily- Trash emptied, rooms swept, carpet vacuumed, bathrooms cleaned and mopped,
sinks cleaned and towels refilled.
Weekly – Trash cans cleaned.
Monthly – Blinds dusted.
Classroom teachers should encourage students to:
Clean their feet before entering the building.
Pick up all paper and trash on the floor and keep desktops clean.
Gum put in a trash can, should be wrapped.
Do not pour liquid into the trash can.
Staff’s work areas:
No supplies should be left out in the work area.
Secure technology equipment at all time.
Everything should be cleaned and put in place before leaving.
Good housekeeping is essential to preventing insect infestations.
41. Prescribed Medicine: The following directive is being provided under the provisions of G.S.
1150C-307 Duties of Teachers, Item (C)
To Provide Some Medical Care To Students: It is within the scope of duty of teachers,
including substitute teachers, teacher assistants, student teachers, volunteers, and any other
public school employees when given such authority by Dillard Academy or its designee. (1)
to administer any drugs or medication prescribed by a doctor upon the written request of the
parents, (2) to give emergency health care when reasonably apparent circumstances indicate
that any delay would seriously worsen the physical condition or endanger the life of the
pupil, and (3) to perform any other first aid or life saving techniques in which the employee
has been trained in a program approved by the State Board of Education: Provided, that no
one shall be required to administer drugs or medication or attend life saving technique
programs.
The director of the school shall determine which persons will participate in the medical care
program.
In order to carry out the provisions of this general statute and to exercise precaution and
control over medical care, employees, including teachers, principals, assistant principals,
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substitute teachers, and other public school employees, are given authority when designated
by the director of the school to administer medical care as provided in the general statutes.
All employees as designated in paragraph 2 are hereby given authority to administer medical
care as provided in the general statutes.
All prescribed medicine will be stored and administered from the office. Parents must submit
a written, signed request in writing. All medicine must be in original prescription containers
with the child’s name, name of medication, date, administering instructions, as well as the
name of the doctor, pharmacy, and telephone number. A statement relieving the school of
liability must be signed by requesting parents or guardian. Statements are found in the Main
Office.
42. Staff, Students, and Building Security Procedure:
Building: Dillard Academy Charter School will be unlocked at 6:30 a.m. and locked at 6:00
p.m. daily.
Staff: Staff members should not work in any part of the building without a co-worker nearby
when the students are not in the building.
Any staff member who wishes to remains after school after 6:00 p.m. should seek permission
from the Director's office.
Students: Students will be checked out of school through the Main office only. In order to
check out of school, the student must have his parent/guardian come for him/her, call, or send
written permission.
Visitors: All visitors will be required to check in at the Main office for permission to visit a
classroom or see a teacher. All teachers are to request their visitors to obtain permission, a
badge, before talking to them or allowing them to visit their classrooms.
Teachers are to notify the office if anyone is in the building or on the grounds that they do
not know. The office/principal will verify the presence of these people.
The purpose of these procedures is to maintain the security of the students, staff, and
building.
43. Confidentiality All staff shall sign a confidentiality statement, which is kept in their
employee folders, and shall abide by all applicable state and federal confidentiality statutes
governing employee and student records. Violation of this policy is serious and severe
consequences, including termination of employment and possible civil or criminal charges,
may result from policy violation.
Equal Employment Opportunities and Non-Discrimination
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Title IX of the Education Amendments of 1972,88-352, Title VI, 92-261, Equal Opportunity
Act of 1972; Article 6 - Equal Employment Opportunity. G.S. 126-16, "Equal Employment
Opportunity by State Department Agencies and Local Political Subdivisions"; G.S. l15C-330;
Section 504 of the Rehabilitation Act of 1973
1. The Dillard Academy, Inc. Board of Directors will not discriminate against any
otherwise qualified employee or applicant for employment on the basis of age,
race, religion, color, sex, national origin, disability, creed, or political affiliation.
However, other factors shall be considered and will include experience, training,
and personal characteristics.
2. The Dillard Academy, Inc. Board of Directors prohibits sex discrimination in the
determination of salaries. Women and men will be recruited and promoted at all
levels of employment consistent with actual job requirements and legal
requirements and within the guidelines of employment established by statute and
regulations.
3. The Dillard Academy, Inc. Board of Directors and employees will not
discriminate against any student on the basis of age, race, religion, color, sex,
national origin, disability, creed, or political affiliation.
Health and Safety
1. Immunization of Students - All students are required to be immunized as required
by State and local health laws. Proof of immunization must be furnished before a
student may enroll
2. TB Tests - All teaching and instructional staff and staff/volunteers shall have a
TB test and the results kept in their employee/volunteer folders.
3. Fire and Safety Regulations - Fire and safety regulations as required by the local
fire department will be in place and enforced at the school. A copy of the
emergency evacuation plan includes fire and safety evacuation procedures and
provides for periodic fire, tornado, hurricane, and flooding drills.
4. Food Inspections - Food Inspections are conducted by the local health department
and the USDA Food program as required. The school participates in the USDA
food program and is subject to food inspections by USDA officials and
regulations. All food service operations will be in compliance with USDA
specifications.
5. Hazardous Chemicals – Hazardous chemicals will be clearly marked, labeled,
controlled, and stored as required by environmental health laws. Students are
taught to recognize Hazardous Chemical labels as dangerous and off-limits.
Lockable cabinet and storage areas are used to store any hazardous materials as
prescribed by EPA regulations.
6. Bloodborne Pathogens – County health education training will be provided for all
staff, including management staff. Local health department instructions for
disposing of blood will be followed.
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7. First Aid/CPR– All classroom staff shall maintain certified CPR and First Aid
credentials. Dillard Academy will offer classes/training to assist staff to
maintain/obtain their credentials.
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BENEFITS Retirement Plan
1. What is it?
The 457B (hereafter referred to as “the Plan”) is a portable retirement plan for Dillard
Academy Charter School employees.
2. Who is eligible to participate?
Employees eligible to participate on the Plan include fulltime, salaried, non probationary
employees of Dillard Academy, including classroom personnel, and administrative and
other support personnel. Employees who are fulltime only as the result of employment in
federal competitive grant programs are not eligible to participate in the Dillard Academy
Charter School 457B Plan.
3. How does the Plan work?
For years of employment 0 through 3, the school will contribute an amount equal to 1%
of the employee’s annual salary to the 457B Plan. The employee may contribute up to
6% of his/her annual salary to the plan. Employee contributions will be made by payroll
deduction. The employer will match 1 half the employee’s contribution above the base
amount contributed by the school up to 3% of the employee’s annual qa year and will be
based on the employee’s actual contributions.
For years of employment 4 through 6, the school will contribute an amount equal to
1.25% of the employee’s annual salary to the 457B Plan. The employee may contribute
up to 7% of his/her annual salary to the Plan. Employee contributions will be made by
payroll deduction. The employer will match 1 half the employee’s contribution above the
base amount contributed by the school up to 3.5% of the employee’s annual salary. The
employer match for the employee’s contribution will be made at the close of the school
year and will be based on the employee’s actual contributions.
For years beyond 6 years of employment at Dillard Academy Charter School the school
will contribute an amount equal to 1.5% of the employee’s annual salary to the 457B
Plan. The employee may contribute up to 8% of his/her annual salary to the Plan.
Employee contributions will be made through payroll deduction. The school will match
65% of the employee’s contribution above the base amount contributed by the school up
to 4% of the employee’s annual salary. The employer match will be made at the close of
the school year and will be based on the employee’s actual contributions.
4. The employee becomes vested in the system after 6 full years of employer and employee
contributions to the plan. Upon termination of employment a vested employee may
withdraw any or all funds in the account, rollover the funds to another qualified
retirement account, or elect to receive a monthly retirement annuity from the account as
proscribed by the Plan. Any employee terminating employment prior to becoming vested
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in the plan, may within 90 days of terminating employment, request and withdraw any
and all employee contributed funds from the account.
An employee may withdraw or borrow from the account as allowed by the Plan.
5. Employee contributions to the plan are voluntary. Employer contributions are
mandatory. If the employee opts to remain in the Plan long enough to receive monthly
retirement income, the amount of such retirement income will be based on the number of
years the employee has contributed to the system, the amount of funds in the retirement
account, and the age of the employee at the time he/she elects to receive the monthly
payments.
6. Employees are encouraged to contribute to their own accounts. The more the employee
contributes to the account the greater the potential retirement benefit amount will be.
This benefit package is in addition to the Social Security benefit to which you will be
eligible based, in part, on your employment at Dillard Academy.
7. New employees who are not highly qualified must serve a probationary period of 180
days before being allowed to participate in the 457B plan.
8. The Plan is effective with the 2008-09 school year, with Plan contributions beginning in
October 2008.
9. The Benefit Administrator, Hicks and Associates, will respond to employee questions.
Health Insurance
Dillard Academy offers health insurance coverage to its fulltime employees under the North
Carolina State Health Plan administered by Blue Cross Blue Shield. Fulltime employment is
defined as a regular tour of duty of at least 32 hours per week. Employment that is fulltime only
as a result of additional employment in a competitive grant program is not fulltime for purposes
of Health Insurance coverage through Dillard Academy Charter School. Health insurance
coverage is provided by the school as follows:
1. Category 1 - Fulltime Administrators
The school pays the Standard Plan rate. The Standard Plan rate is $346.38 per month per
employee, effective October 1, 2007. Employees may choose other plans, however the
employee is responsible for any difference in premium rate above the Standard Plan rate. Such
additional amounts will be deducted from the employee’s pay check.
2. Category 2 - Fulltime Highly Qualified Teachers and Teacher Assistants
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The school pays the Standard Plan rate. The Standard Plan rate is $346.38 per month per
employee, effective October 1, 2007. Employees may choose other plans, however the
employee is responsible for any difference in premium rate above the Standard Plan rate. Such
additional amounts will be deducted from the employee’s paycheck.
3. Category 3 - All Other Fulltime Personnel
The school pays ½ the Standard Plan amount for all other fulltime employees. The amount the
school pays toward health insurance for all other fulltime employees is $173.19 per month.
Employees electing to be covered under this provision may choose any of the State Health Plans
– Basic at 70/30, Standard at 80/20, or Plus at 90/10. The employee is responsible for paying the
difference between the plan he/she chooses and the Standard Plan amount.
Dependent coverage may be elected for spouses and children at an extra charge to the employee.
Premium payment for dependent coverage is made through payroll deduction. The monthly rate
is prorated for less than 12-month employees.
Employee Life Insurance
Dillard Academy provides its employees with a life insurance policy of $20,000 in the event the
employee dies while employed by the school.
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EMERGENCY PROCEDURES
Bad Weather:
A. Dillard Academy will follow the same closings and delay schedule as announced by the
Wayne County Public Schools (WCPS). The appropriate announcement for school
opening or closing will be dispatched to the following radio and television stations:
WFMC, WZFX, WNCT-TV, WSSG, WRAL-TV, WERO, WTRG, WKTC, WFXC,
WITN-TV, WGBR, WRDU, WRNS, WEQR, WTVD-TV, WRAL-FM
B. Morning announcements will be accomplished as near 6:00 a.m. as possible. If there is a
compelling situation, efforts will be made to put it on the news as early as the night
before, if possible.
C. Announcements that shall be made:
Dillard Academy (WCPS) will be closed today for students and employees (This should
be understood that only emergency personnel report to work). At Dillard Academy –
Director, Assistant Principals, Facility and Transportation Coordinators.
Dillard Academy (WCPS) will be closed today for students. Employees exercise option.
All personnel are asked to exercise good judgment in selecting leave option. Give proper
consideration to weather and road conditions – work with your director – the same
weather and conditions do not always exist in every school attendance area.
Delayed: Dillard Academy (WCPS) will be delayed _____ hours today for buses,
students, and employees.
Early Dismissal: Dillard Academy (WCPS) will be dismissed today as near as _____
o’clock as transportation will allow.
D. A telephone chain will be established and utilized to pass information quickly.
Fire Drills: A fire drill will be held within the first five days of school and once a month
thereafter. The fire alarm signal is a continuous sound of the emergency fire horn or alternate
blast from the fire horn.
A. When the signal is sounded for a fire drill:
1. A designated student/teacher assistant should lead the class out and away from the
building at least 500 feet to a predetermined point on the grounds.
2. The teacher will leave the classroom last. Before leaving, the following should be
completed:
i. Windows closed.
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ii. Lights turned out.
iii. Secure class roll book or pupil school register.
iv. Close room door.
3. All teachers will take attendance and notify a member of the administrative team if
someone is missing.
B. Students should know the primary and alternate evacuation routes for the classroom,
cafeteria, and media center. The building evacuation plan should be explained to the students
early in the year.
C. Students upon hearing the signal for the fire drill should immediately line up and
evacuate following the designated student leader/teacher assistant in a quiet and orderly
manner with absolutely no running or talking.
D. Students should remain quiet and in an orderly line while waiting for the signal (one long
ring of the bell) to return to the building.
E. Classes taking physical education should discontinue their activity and line up as the other classes. Teachers, do not attempt to send
someone into the building to close the windows and doors.
Evacuation Routes:
Evacuation Plan maps are posted by all interior doors. Classroom staff will be familiar with
evacuation routes in their classrooms, in the lunchroom and throughout the building
44. Tornado or Severe Weather Plan: The purpose of this plan is to locate the most tornado
resistant areas in this school for students and staff. This area is not to be considered as
tornado resistant, but the best available for locating students and staff during a tornado. In
the case of a Tornado warning or drill, the most tornado resistant areas in the school has been
designated as rooms 112 and 113 of the main building.
Weather Warning Definitions: In order that actions recommended in this plan be effected in
the correct time frame, the following storm warnings used by the Weather Bureau are defined
in order of severity.
A. Severe Thunderstorm Watch means that weather conditions are such that a severe
thunderstorm may develop.
B. Severe Thunderstorm Warning means that a severe thunderstorm has developed and will
probably affect those areas stated in the weather bulletin.
C. Tornado Watch means that weather conditions are such that a tornado may develop.
D. Tornado Warning means that a tornado has been formed and sighted and may affect areas
stated in the bulletin.
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(a) Action To Be Taken By Staff Members
A. Severe Thunderstorm Watch – Review severe weather plan of operation.
B. Severe Thunderstorm Warning – Relocate all students to main school building.
C. Tornado Watch – Review tornado plan and notify all teachers of impending weather
conditions and open all transom windows between classrooms and corridors.
D. Tornado Warning – Open as many windows in the exterior wall as practical, lower blinds
and drapes and relocate students to areas offering the greatest tornado resistance.
General Information
During the warning the students and staff should be seated on the floor with their backs to
exterior walls or glass area. Coats and jackets should be used to cover heads, arms, and legs,
to reduce the number of injuries from flying missiles of glass and other debris.
Exterior doors leading into the tornado resistant areas should be opened against adjacent
wall. Students and staff members are to locate as far as possible from all exterior walls in
corridors, particularly if they contain windows or doors.
45. Emergency Plans For Bomb Threats: Code: Emergency Fire Drill
If a bomb threat is received at Dillard Academy, the following plan is to be used:
A. Usually the bomb threat is received by telephone; therefore, the person receiving the call
will attempt to get as much information from the caller as possible and notify a member
of the administrative team (information – when, where, what kind, etc.). The one that
receives the bomb threat should try to stay calm.
B. If time permits, each staff member will look for anything unusual in his/her area and
report it to a member of the administrative team or his/her representative or the local law
enforcement.
C. A member of the administrative team will give building evacuation alarm and/or
instructions when practical. The priority order of this plan will be determined by the
amount of time before the bomb is supposed to go off.
D. A member of the administrative team will immediately notify the local law enforcement
officials at the EMERGENCY NUMBER 911.
E. The custodial staff, principal, and secretary will assist the local law enforcement officials
in their search of the facilities.
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F. The evacuation procedure will be the same as for fire.
G. Teachers will, if possible, leave two or more windows open and prop open the door
leaving the room.
H. The clerical staff will, if possible, close all vaults and secure all records.
I. Teachers will take roll and notify a member of the administrative team of any missing
students.
J. A search will be organized, if practical, by a member of the administrative team for any
missing personnel or students.
K. Students and staff will return to the building upon decision of law enforcement
authorities or a member of the administrative team.
Lock Down Procedures
In the event of an emergency, we must have a plan in place in case there is an unfortunate situation. The code we will use on the PA system will be “Lock Down”. Whenever Lock Down is communicated we must take very specific steps including:
1. All doors and windows are to be immediately locked by staff. 2. Turn off lights and immediately bring all students to the protected area of the
room. 3. Teachers with students must account for each child. 4. Students that are in the hall/walkway are to be escorted to the safest place
immediately. 5. Classes outside are to remain there, but stop activity and bring students to
close proximity, unless otherwise instructed. 6. Security is to immediately scan perimeter of building and interior for
strangers, as well as stray students. 7. Staff members that are not supervising students must report to closest secure
area.
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8. All staff members are to check the hall/walkway and then go inside to a safe area.
Hopefully, we will not be in this position, but just in case, please do everything you can to protect the children.
Who Does What? Following is a list of Lock Down Responsibilities for appropriate staff.
Responsible Party Required Actions
Secretarial Staff Lock Front Doors
Lock Main Office Doors
Media Specialist Lock Media Center
Transportation Coordinator Scan Perimeter of building/parking lots
Secure stray students to closest classroom.
Secure Cafeteria/Elective Areas
Custodial Staff Secure fences and gates
Administrators Scan/Search Campus
Secure Stray Students
Provide additional services to ensure appropriate Lock Down
Wellness Policies on Physical Activity and Nutrition
Dillard Academy is committed to providing a school environment that promotes and protects
children’s health, well-being, and ability to learn by supporting healthy eating and physical
activity. Therefore, it is the policy of Dillard Academy that:
The school will engage students, parents, teachers, food service professionals, health professionals, and other interested community members in developing,
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implementing, monitoring, and reviewing district-wide nutrition and physical activity policies.
All students in grades PK-4 will have opportunities, support, and encouragement to be physically active on a regular basis.
Foods and beverages sold or served at school during school hours will meet the nutrition recommendations of the U.S. Dietary Guidelines for Americans.
Dillard Academy will participate in the National School Lunch Program [including breakfast and after-school snacks], and Summer Food Service Program).
The school will provide nutrition education and physical education to foster lifelong habits of healthy eating and physical activity.
TO ACHIEVE THESE POLICY GOALS: I. School Health Committee The school will create and work within a school health committee to develop, implement, monitor, review, and, as necessary, revise school nutrition and physical activity policies.
II. Nutritional Quality of Foods and Beverages Sold and Served on Campus
School Meals Meals served through the National School Lunch and Breakfast Programs will:
be appealing and attractive to children;
be served in clean and pleasant settings;
meet, nutrition requirements established by local, state, and federal statutes and regulations;
offer a variety of fruits and vegetables;1
serve only low-fat (1%) and fat-free milk2 and nutritionally-equivalent non-dairy alternatives (to be defined by USDA); and
ensure that half of the served grains are whole grain.3,3
1 To the extent possible, the school will offer at least two non-fried vegetable and two fruit options each
day and will offer five different fruits and five different vegetables over the course of a week. The school is encouraged to source fresh fruits and vegetables from local farmers when practicable. 2 As recommended by the Dietary Guidelines for Americans 2005.
3 A whole grain is one labeled as a “whole” grain product or with a whole grain listed as the primary grain
ingredient in the ingredient statement. Examples include “whole” wheat flour, cracked wheat, brown rice, and oatmeal.
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The school shall periodically engage students and parents in selecting foods sold through the school meal programs.
Breakfast. To ensure that all children have breakfast, either at home or at school, in order to
meet their nutritional needs and enhance their ability to learn:
The school will operate the School Breakfast Program.
The school will arrange bus schedules and utilize serving methods to encourage participation.
The school will notify parents and students of the availability of the School Breakfast Program.
Free and Reduced-priced Meals. Dillard Academy will make every effort to eliminate
any social stigma attached to, and prevent the overt identification of, students who are eligible for free and reduced-price school meals4.
Summer Food Service Program. Dillard Academy will participate in the Summer
Feeding Program during summer months. Participation will be throughout the summer to coincide with other summer programming.
Meal Times and Scheduling.
Dillard Academy:
will provide students with at least 10 minutes to eat after sitting down for breakfast and 20 minutes after sitting down for lunch;
will schedule meal periods at appropriate times, e.g., lunch shall be scheduled between 11:00 a.m. and 1 p.m.;
will not schedule activities during mealtimes, unless students may eat during such activities;
will provide students access to hand washing or hand sanitizing before they eat meals or snacks.
Qualifications of School Food Service Staff. Qualified nutrition professionals
will administer the school meal programs. Dillard Academy will provide continuing professional development for all nutrition professionals in the school. Staff development programs will include appropriate certification and/or training programs for child nutrition directors, school nutrition managers, and cafeteria workers, according to their levels of responsibility.5
4 It is against the law to make others in the cafeteria aware of the eligibility status of children for free,
reduced-price, or "paid" meals. 5 School nutrition staff development programs are available through the USDA, School Nutrition Association, and National Food Service Management Institute.
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Foods and Beverages Brought to School. Dillard Academy strongly
discourages parents from sending sodas and sugary treats to school. Parents are encouraged to only bring commercially packaged foods or fresh produce for parties. Covered dishes containing meat, dairy or eggs (except for baked goods) are prohibited.
Sharing of Foods and Beverages. Dillard Academy will discourage students
from sharing their foods or beverages with one another during meal or snack times.
Foods and Beverages Sold Individually (i.e., foods sold outside of reimbursable school meals) The school food service program will approve and provide all food and beverage sales to students during school hours. Meals served at Dillard Academy will be balanced meals.
Snacks. Snacks served during the school day or in after-school care or enrichment programs will make a positive contribution to children’s diets and health, with an emphasis on serving fruits and vegetables as the primary snacks and water as the primary beverage. Rewards. The school will not use foods or beverages as rewards or the withholding of foods or
beverages as punishment. Classroom “good behavior” stores will not offer candy, cookies, gum,
etc. Celebrations. The school will limit celebrations that involve food during the school day to no more than one party per class per month. Each party should include no more than one food or beverage that does not meet nutrition standards.
III. Nutrition and Physical Activity Promotion and Food Marketing Nutrition Education and Promotion.
Dillard Academy aims to teach, encourage, and support healthy eating by students. The school will provide nutrition education and engage in nutrition promotion that:
is offered at each grade level;
is part of not only health education classes, but also classroom instruction in subjects such as math, science, language arts, social sciences, and elective subjects;
includes enjoyable, developmentally-appropriate, culturally-relevant, participatory activities, such as contests, promotions, taste testing, farm visits, and school gardens;
promotes fruits, vegetables, whole grain products, low-fat and fat-free dairy products, healthy food preparation methods, and health-enhancing nutrition practices;
emphasizes caloric balance between food intake and energy expenditure (physical activity/exercise);
includes training for teachers and other staff.
www.teamnutrition.usda.gov
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I. Integrating Physical Activity into the Classroom Setting
opportunities for physical activity will be incorporated into other subject lessons; and
classroom teachers will provide short physical activity breaks between lessons or classes, as appropriate.
I. Communications with Parents. The school will support parents’ efforts to provide a
healthy diet and daily physical activity for their children. Additionally, the school will provide opportunities for parents to share their healthy food practices with others in the school community.
Food Marketing in The school . School-based marketing will be consistent with nutrition education and health promotion. The promotion of healthy foods, including fruits, vegetables, whole grains, and low-fat dairy products is encouraged. Staff Wellness. Dillard Academy highly values the health and well-being of every staff member and will encourage and implement activities and policies that support personal efforts by staff to maintain a healthy lifestyle.
IV. Physical Activity Opportunities and Physical Education
Daily Recess. All elementary school students will have at least 20 minutes a day of supervised recess, preferably outdoors, during which Dillard Academy should encourage moderate to vigorous physical activity verbally and through the provision of space and equipment. Physical Activity Opportunities Before and After School. Dillard Academy will offer extracurricular physical activity programs, such as intramural sports programs. The school will offer a range of activities that meet the needs, interests, and abilities of all students, including boys, girls, students with disabilities, and students with special health-care needs. Dillard Academy encourages students and staff to attempt to complete the President’s Lifestyle Award and Fitness Tests. After-school child care and enrichment programs will provide and encourage – verbally and through the provision of space, equipment, and activities – daily periods of moderate to vigorous physical activity for all participants. Physical Activity and Punishment. Teachers and other school and community personnel will not use physical activity (e.g., running laps, pushups) or withhold opportunities for physical activity (e.g., recess, physical education) as punishment. Safe Routes to School. The school will provide direct transportation to and from the school for each student. Use of School Facilities Outside of School Hours. School spaces and facilities are available to students, staff, and community members before, during, and after the school day, and on weekends, and during school vacations, as appropriate.
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V. Monitoring and Policy Review Monitoring. The principal will ensure compliance with established nutrition and physical activity wellness policies. The principal or designee will ensure compliance with those policies in his/her school and will report on the school’s compliance to the school superintendent. Policy Review. To help with the initial development of Dillard Academy’s wellness policies, the school will conduct a baseline assessment of the school’s existing nutrition and physical activity environments and policies. The results of the assessment will be compiled to identify and prioritize needs. Assessments will be repeated every three years to help review policy compliance, assess progress, and determine areas in need of improvement. As part of that review, the school will review our nutrition and physical activity policies; provision of an environment that supports healthy eating and physical activity; and nutrition and physical education policies and program elements. The school will, as necessary, revise the wellness policies and develop work plans to facilitate their implementation.
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Dillard Academy will work together with Students, Parents and Citizens to encourage the development and use of character traits, which promote a
safe and healthy community. The Character Traits that the citizens of Wayne County believe represent
the community are:
Caring
Showing concern for the well being of others
Citizenship
Being an informed, responsible, and
caring participant in our community
Cooperation
Playing together or working with
others to accomplish a task
Honesty
Being truthful in words and actions
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Justice and Fairness
Demonstrating impartial, unbiased and equitable treatments for all
Character Traits and Definitions
Perseverance
Staying with a task and not giving up
Respect
Showing high regard for self, others, and property
Responsibility
Being accountable for your own behavior
Trustworthiness
Being honest and reliable in
carrying out commitments,
obligations and duties
Work Ethic
Demonstrating commitment, pride and a
positive attitude in completing tasks
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Mentor/Induction Plan for Initially Licensed Teachers
Summary:
The beginning teacher support program for Dillard Academy is aligned with the North
Carolina Teacher Evaluation Process Standards in compliance with GS 115C-333. The North
Carolina Professional Teaching Standards will be included in the Mentor/Mentee training to help
ILTs better understands the competencies’ necessary to become a Professional II teacher.
Teachers that are initially licensed undergo an orientation to the school processes and procedures
of the school to better inform them of what is currently occurring in professional development.
They are brought up to date, with the entire staff, of any changes that may occur and the impact
that will have on student achievement for the upcoming school year.
After they go through orientation, the ILT(s) are assigned a trained Professional II teacher
to mentor them a minimum of two hours every two weeks. The schedule of Dillard Academy
provides at least thirty minutes of time per day for teacher and mentor interactions afterschool
with no interruptions and when appropriate with their grade level peers.
The ILTs are observed by the principal four times a year formally (and informally
weekly). Once the first observation has taken place, ILTs are asked to write up a PDP
(Professional Development Plan) for their professional development. The Mentor is able to
assist, collaborate, and support in the preparation of this document as needed by the ILTs. This
gives the ILTs the chance to reflect on the observation and ask questions to the mentor and
principal that will impact what professional development that should be sought after. The school
will assist when possible in any travel reimbursement and mileage for professional development
to aid in the assurance that ILTs are able to accomplish their goals set by the initial observation
and placed on their PDP for the year. The principal at Dillard Academy will provide the time to
meet with the ILTs during the year and after each observation to help grow the ILTs
professionally. The principal will insure that the North Carolina Evaluation Process is adhered to
by including a training, orientation, teacher self assessment, pre-observations, observations, post-
observation, summary evaluation conference and scoring the teacher summary rating form, and
Professional Development Plan and lastly, effective dates and effect on licensing and career
status as outlined in the NC State Board of Education Policy Manuel. The Online Evaluation tool
will be utilized to monitor the renewal cycle starting this year.
Mentors must meet the following criteria to be a mentor:
Qualifications:
Be licensed North Carolina educator
Teaching with a Professional II License
Attended Mentor training preferably provided by DPI
Show evidence of ongoing professional growth which is documented at the district level
in accordance with the School Improvement Plan
Process:
Teachers interested in becoming a Mentor must notify their School Administrator
Principal or administrator will identify which mentor is matched with a mentee
Teachers who are selected must successfully complete the Mentor Training and become
certified.
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The certified mentors for each year are identified by the principal or administration.
Experienced or retired educators may serve as mentors. In special rare cases when the
teachers are predominantly ILTs and no professional II teachers are on staff; the principal
may assume the duties of mentor.
Mentor(s) will support ILT’s understanding of the importance of technology to
communicate, teach with, and collaborate with students, colleagues, and other agencies.
This is held in compliance with State Standards adopted by the State Board of Education.
Demonstrations of technology competence are necessary in today’s educational system.
Mentors will provide peer observations on an annual basis along with administration
providing at least four observations mentioned above.
Additional Standards for NC Mentor information can be found at:
http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/mentors-
standards.pdf
http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-
standards.pdf
All Beginning teachers should read this as part of your orientation:
http://www.ncpublicschools.org/docs/educatoreffectiveness/beginning/policysupportprogra
m.pdf
Dillard Academy Charter School
Weekly Lower/Upper Grade Team Planning Notes
Grade Level: __________ Date: __________________
Sign-In:
____________________________ ____________________________
____________________________ ____________________________
____________________________ ____________________________
____________________________ ____________________________
I. Instructional Planning:
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1) Identify standards and elements being taught for the up-coming week.
What level of rigor (verb and concepts verb refers to)?
2) What materials are needed to teach the upcoming lessons? (Share ideas and strategies)
Materials/Resources and
Activities to be used
Grade Level Person
Responsible
Assessment/Evaluation
Person Responsible
Reading/
Writing
Science
Social
Studies
Math
3) Grade Level Feedback:
Did everyone teach the planned portion of the curriculum map?
Did all students demonstrate mastery? Is re-teaching needed?
Did someone on the grade level have better success? Why?
II. Instructional strategies (school-wide, department, or grade)
Strategy Where in lesson plans? Results: successes/next steps
e.g. Lesson framework
Opening
Work period
closing
e.g. Standards/purpose
posted
referred to
e.g. Active word wall
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School-wide Discipline Plan Successful Implementation Barriers/Next Steps
III. Data Planning:
1. What data did you analyze?
(e.g. benchmark, common assessment, classroom assessment, analysis of student work)
2. On which standards/elements did students perform well?
3. Which standards/elements were not mastered?
4. What strategies and instructional materials will be used to address these weaknesses?
5. How/what will you use to re-assess student mastery after re-teaching?
6. Update on safety-net now students at academic risk.
IV. Professional Learning Needed:
V. For the next meeting be prepared to bring or discuss:
(e.g. student work/units/lesson plans to collaboratively analyze)
VI. Grade Level Needs/Concerns:
VII. Report to the School Leadership Team
Curriculum Assessment Inst Strategies Discipline
Plan
Students at risk
Students on target
Students exceeding target
Formative Assessment Addendum
Common or Classroom Assessments
Development and/or Analysis
What is the purpose of the assessment? What are you attempting to discover? Whom
will the assessment inform?
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What essential standard(s) are you addressing with this assessment? What specific
knowledge and skills lead to proficiency
What type of assessment items will provide information that is most important to
you? (e.g. 1-selected response, such as multiple choice; 2-constructed response, such
as short answer or essay; or 3-performance assessment with a rubric)
Who is responsible for development? For review before use? For analysis after use?
What must students score to be deemed proficient?
Standard Course of Study
K-4 Math and Language Arts-Reading and skills
http://www.corestandards.org
(These are references not all the footnotes and unpacking documents.)
Kindergarten Black
First Red
Second Green
Third Blue
Fourth Purple
Know number names and the count sequence.
CCSS.Math.Content.K.CC.A.1 Count to 100 by ones and by tens.
CCSS.Math.Content.K.CC.A.2 Count forward beginning from a given number within the known
sequence (instead of having to begin at 1).
CCSS.Math.Content.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a
written numeral 0-20 (with 0 representing a count of no objects).
Count to tell the number of objects.
CCSS.Math.Content.K.CC.B.4 Understand the relationship between numbers and quantities;
connect counting to cardinality.
o CCSS.Math.Content.K.CC.B.4a When counting objects, say the number names in the
standard order, pairing each object with one and only one number name and each number name with one
and only one object.
o CCSS.Math.Content.K.CC.B.4b Understand that the last number name said tells the
number of objects counted. The number of objects is the same regardless of their arrangement or the
order in which they were counted.
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o CCSS.Math.Content.K.CC.B.4c Understand that each successive number name refers to
a quantity that is one larger.
CCSS.Math.Content.K.CC.B.5 Count to answer “how many?” questions about as many as 20
things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered
configuration; given a number from 1–20, count out that many objects.
Compare numbers.
CCSS.Math.Content.K.CC.C.6 Identify whether the number of objects in one group is greater
than, less than, or equal to the number of objects in another group, e.g., by using matching and counting
strategies.1
CCSS.Math.Content.K.CC.C.7 Compare two numbers between 1 and 10 presented as written
numerals.
Understand addition, and understand subtraction.
CCSS.Math.Content.K.OA.A.1 Represent addition and subtraction with objects, fingers, mental
images, drawings1, sounds (e.g., claps), and acting out situations, verbal explanations, expressions, or
equations.
CCSS.Math.Content.K.OA.A.2 Solve addition and subtraction word problems, and add and
subtract within 10, e.g., by using objects or drawings to represent the problem.
CCSS.Math.Content.K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more
than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or
equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
CCSS.Math.Content.K.OA.A.4 For any number from 1 to 9, find the number that makes 10 when
added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or
equation.
CCSS.Math.Content.K.OA.A.5 Fluently add and subtract within 5.
Work with numbers 11-19 to gain foundations for place value.
CCSS.Math.Content.K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones
and some further ones, e.g., by using objects or drawings, and record each composition or decomposition
by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten
ones and one, two, three, four, five, six, seven, eight, or nine ones.
Describe and compare measurable attributes.
CCSS.Math.Content.K.MD.A.1 Describe measurable attributes of objects, such as length or
weight. Describe several measurable attributes of a single object.
CCSS.Math.Content.K.MD.A.2 Directly compare two objects with a measurable attribute in
common, to see which object has “more of”/“less of” the attribute, and describe the difference. For
example, directly compare the heights of two children and describe one child as taller/shorter.
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Classify objects and count the number of objects in each category.
CCSS.Math.Content.K.MD.B.3 Classify objects into given categories; count the numbers of
objects in each category and sort the categories by count.1
Identify and describe shapes.
CCSS.Math.Content.K.G.A.1 Describe objects in the environment using names of shapes, and
describe the relative positions of these objects using terms such as above, below, beside, in front of,
behind, and next to.
CCSS.Math.Content.K.G.A.2 Correctly name shapes regardless of their orientations or overall
size.
CCSS.Math.Content.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-
dimensional (“solid”).
Analyze, compare, create, and compose shapes.
CCSS.Math.Content.K.G.B.4 Analyze and compare two- and three-dimensional shapes, in
different sizes and orientations, using informal language to describe their similarities, differences, parts
(e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
CCSS.Math.Content.K.G.B.5 Model shapes in the world by building shapes from components
(e.g., sticks and clay balls) and drawing shapes.
CCSS.Math.Content.K.G.B.6 Compose simple shapes to form larger shapes. For example, “Can
you join these two triangles with full sides touching to make a rectangle?”
Represent and solve problems involving addition and subtraction.
CCSS.Math.Content.1.OA.A.1 Use addition and subtraction within 20 to solve word problems
involving situations of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown
number to represent the problem.1
CCSS.Math.Content.1.OA.A.2 Solve word problems that call for addition of three whole numbers
whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for
the unknown number to represent the problem.
Understand and apply properties of operations and the relationship between addition and subtraction.
CCSS.Math.Content.1.OA.B.3 Apply properties of operations as strategies to add and subtract.2
Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To
add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12.
(Associative property of addition.)
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CCSS.Math.Content.1.OA.B.4 Understand subtraction as an unknown-addend problem. For
example, subtract 10 – 8 by finding the number that make 10 when added to 8.
Add and subtract within 20.
CCSS.Math.Content.1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2
to add 2).
CCSS.Math.Content.1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and
subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 =
14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship
between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating
equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 +
1 = 13).
Work with addition and subtraction equations.
CCSS.Math.Content.1.OA.D.7 Understand the meaning of the equal sign, and determine if
equations involving addition and subtraction are true or false. For example, which of the following
equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
CCSS.Math.Content.1.OA.D.8 Determine the unknown whole number in an addition or
subtraction equation relating three whole numbers. For example, determine the unknown number that
makes the equation true in each of the equations 8 +? = 11, 5 = _ – 3, 6 + 6 = _.
Extend the counting sequence.
CCSS.Math.Content.1.NBT.A.1 Count to 120, starting at any number less than 120. In this range,
read and write numerals and represent a number of objects with a written numeral.
Understand place value.
CCSS.Math.Content.1.NBT.B.2 Understand that the two digits of a two-digit number represent
amounts of tens and ones. Understand the following as special cases:
o CCSS.Math.Content.1.NBT.B.2a 10 can be thought of as a bundle of ten ones — called a
“ten.”
o CCSS.Math.Content.1.NBT.B.2b The numbers from 11 to 19 are composed of a ten and
one, two, three, four, five, six, seven, eight, or nine ones.
o CCSS.Math.Content.1.NBT.B.2c The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to
one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
CCSS.Math.Content.1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens
and ones digits, recording the results of comparisons with the symbols >, =, and <.
Use place value understanding and properties of operations to add and subtract.
CCSS.Math.Content.1.NBT.C.4 Add within 100, including adding a two-digit number and a one-
digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and
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strategies based on place value, properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in
adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to
compose a ten.
CCSS.Math.Content.1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than
the number, without having to count; explain the reasoning used.
CCSS.Math.Content.1.NBT.C.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in
the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based
on place value, properties of operations, and/or the relationship between addition and subtraction; relate
the strategy to a written method and explain the reasoning used.
Measure lengths indirectly and by iterating length units.
CCSS.Math.Content.1.MD.A.1 Order three objects by length; compare the lengths of two objects
indirectly by using a third object.
CCSS.Math.Content.1.MD.A.2 Express the length of an object as a whole number of length units,
by laying multiple copies of a shorter object (the length unit) end to end; understand that the length
measurement of an object is the number of same-size length units that span it with no gaps or overlaps.
Limit to contexts where the object being measured is spanned by a whole number of length units with no
gaps or overlaps.
Tell and write time.
CCSS.Math.Content.1.MD.B.3 Tell and write time in hours and half-hours using analog and digital
clocks.
Represent and interpret data.
CCSS.Math.Content.1.MD.C.4 Organize, represent, and interpret data with up to three
categories; ask and answer questions about the total number of data points, how many in each category,
and how many more or less are in one category than in another.
Reason with shapes and their attributes.
CCSS.Math.Content.1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed
and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw
shapes to possess defining attributes.
CCSS.Math.Content.1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids,
triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms,
right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes
from the composite shape.1
CCSS.Math.Content.1.G.A.3 Partition circles and rectangles into two and four equal shares,
describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of,
and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that
decomposing into more equal shares creates smaller shares.
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Represent and solve problems involving addition and subtraction.
CCSS.Math.Content.2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step
word problems involving situations of adding to, taking from, putting together, taking apart, and
comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the
unknown number to represent the problem.1
Add and subtract within 20.
CCSS.Math.Content.2.OA.B.2 Fluently add and subtract within 20 using mental strategies.2 By
end of Grade 2, know from memory all sums of two one-digit numbers.
Work with equal groups of objects to gain foundations for multiplication.
CCSS.Math.Content.2.OA.C.3 Determine whether a group of objects (up to 20) has an odd or
even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an
even number as a sum of two equal addends.
CCSS.Math.Content.2.OA.C.4 Use addition to find the total number of objects arranged in
rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum
of equal addends.
Understand place value.
CCSS.Math.Content.2.NBT.A.1 Understand that the three digits of a three-digit number represent
amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the
following as special cases:
o CCSS.Math.Content.2.NBT.A.1a 100 can be thought of as a bundle of ten tens — called
a “hundred.”
o CCSS.Math.Content.2.NBT.A.1b The numbers 100, 200, 300, 400, 500, 600, 700, 800,
900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
CCSS.Math.Content.2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s.
CCSS.Math.Content.2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals,
number names, and expanded form.
CCSS.Math.Content.2.NBT.A.4 Compare two three-digit numbers based on meanings of the
hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
Use place value understanding and properties of operations to add and subtract.
CCSS.Math.Content.2.NBT.B.5 Fluently add and subtract within 100 using strategies based on
place value, properties of operations, and/or the relationship between addition and subtraction.
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CCSS.Math.Content.2.NBT.B.6 Add up to four two-digit numbers using strategies based on place
value and properties of operations.
CCSS.Math.Content.2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings
and strategies based on place value, properties of operations, and/or the relationship between addition
and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-
digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and
sometimes it is necessary to compose or decompose tens or hundreds.
CCSS.Math.Content.2.NBT.B.8 Mentally add 10 or 100 to a given number 100–900, and mentally
subtract 10 or 100 from a given number 100–900.
CCSS.Math.Content.2.NBT.B.9 Explain why addition and subtraction strategies work, using place
value and the properties of operations.1
Measure and estimate lengths in standard units.
CCSS.Math.Content.2.MD.A.1 Measure the length of an object by selecting and using
appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
CCSS.Math.Content.2.MD.A.2 Measure the length of an object twice, using length units of
different lengths for the two measurements; describe how the two measurements relate to the size of the
unit chosen.
CCSS.Math.Content.2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and
meters.
CCSS.Math.Content.2.MD.A.4 Measure to determine how much longer one object is than
another, expressing the length difference in terms of a standard length unit.
Relate addition and subtraction to length.
CCSS.Math.Content.2.MD.B.5 Use addition and subtraction within 100 to solve word problems
involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers)
and equations with a symbol for the unknown number to represent the problem.
CCSS.Math.Content.2.MD.B.6 Represent whole numbers as lengths from 0 on a number line
diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-
number sums and differences within 100 on a number line diagram.
Work with time and money.
CCSS.Math.Content.2.MD.C.7 Tell and write time from analog and digital clocks to the nearest
five minutes, using a.m. and p.m.
CCSS.Math.Content.2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes,
nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies,
how many cents do you have?
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Represent and interpret data.
CCSS.Math.Content.2.MD.D.9 Generate measurement data by measuring lengths of several
objects to the nearest whole unit, or by making repeated measurements of the same object. Show the
measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
CCSS.Math.Content.2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to
represent a data set with up to four categories. Solve simple put-together, take-apart, and compare
problems1 using information presented in a bar graph.
Reason with shapes and their attributes.
CCSS.Math.Content.2.G.A.1 Recognize and draw shapes having specified attributes, such as a
given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons,
hexagons, and cubes.
CCSS.Math.Content.2.G.A.2 Partition a rectangle into rows and columns of same-size squares
and count to find the total number of them.
CCSS.Math.Content.2.G.A.3 Partition circles and rectangles into two, three, or four equal shares,
describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two
halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same
shape.
Represent and solve problems involving multiplication and division.
CCSS.Math.Content.3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the
total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total
number of objects can be expressed as 5 × 7.
CCSS.Math.Content.3.OA.A.2 Interpret whole-number quotients of whole numbers, e.g., interpret
56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as
a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example,
describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
CCSS.Math.Content.3.OA.A.3 Use multiplication and division within 100 to solve word problems
in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and
equations with a symbol for the unknown number to represent the problem.1
CCSS.Math.Content.3.OA.A.4 Determine the unknown whole number in a multiplication or
division equation relating three whole numbers. For example, determine the unknown number that makes
the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
Understand properties of multiplication and the relationship between multiplication and division.
CCSS.Math.Content.3.OA.B.5 Apply properties of operations as strategies to multiply and divide.2
Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.)
3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative
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property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 ×
5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
CCSS.Math.Content.3.OA.B.6 Understand division as an unknown-factor problem. For example,
find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
Multiply and divide within 100.
CCSS.Math.Content.3.OA.C.7 Fluently multiply and divide within 100, using strategies such as
the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8)
or properties of operations. By the end of Grade 3, know from memory all products of two one-digit
numbers.
Solve problems involving the four operations, and identify and explain patterns in arithmetic.
CCSS.Math.Content.3.OA.D.8 Solve two-step word problems using the four operations.
Represent these problems using equations with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation strategies including rounding.3
CCSS.Math.Content.3.OA.D.9 Identify arithmetic patterns (including patterns in the addition table
or multiplication table), and explain them using properties of operations. For example, observe that 4
times a number is always even, and explain why 4 times a number can be decomposed into two equal
addends.
Use place value understanding and properties of operations to perform multi-digit arithmetic.¹
CCSS.Math.Content.3.NBT.A.1 Use place value understanding to round whole numbers to the
nearest 10 or 100.
CCSS.Math.Content.3.NBT.A.2 Fluently add and subtract within 1000 using strategies and
algorithms based on place value, properties of operations, and/or the relationship between addition and
subtraction.
CCSS.Math.Content.3.NBT.A.3 Multiply one-digit whole numbers by multiples of 10 in the range
10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
Develop understanding of fractions as numbers.
CCSS.Math.Content.3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a
whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size
1/b.
CCSS.Math.Content.3.NF.A.2 Understand a fraction as a number on the number line; represent
fractions on a number line diagram.
o CCSS.Math.Content.3.NF.A.2a Represent a fraction 1/b on a number line diagram by
defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each
part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
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o CCSS.Math.Content.3.NF.A.2b Represent a fraction a/b on a number line diagram by
marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint
locates the number a/b on the number line.
CCSS.Math.Content.3.NF.A.3 Explain equivalence of fractions in special cases, and compare
fractions by reasoning about their size.
o CCSS.Math.Content.3.NF.A.3a Understand two fractions as equivalent (equal) if they are
the same size, or the same point on a number line.
o CCSS.Math.Content.3.NF.A.3b Recognize and generate simple equivalent fractions, e.g.,
1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.
o CCSS.Math.Content.3.NF.A.3c Express whole numbers as fractions, and recognize
fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that
6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
o CCSS.Math.Content.3.NF.A.3d Compare two fractions with the same numerator or the
same denominator by reasoning about their size. Recognize that comparisons are valid only when the
two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and
justify the conclusions, e.g., by using a visual fraction model.
Solve problems involving measurement and estimation.
CCSS.Math.Content.3.MD.A.1 Tell and write time to the nearest minute and measure time
intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes,
e.g., by representing the problem on a number line diagram.
CCSS.Math.Content.3.MD.A.2 Measure and estimate liquid volumes and masses of objects using
standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-
step word problems involving masses or volumes that are given in the same units, e.g., by using drawings
(such as a beaker with a measurement scale) to represent the problem.2
Represent and interpret data.
CCSS.Math.Content.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a
data set with several categories. Solve one- and two-step “how many more” and “how many less”
problems using information presented in scaled bar graphs. For example, draw a bar graph in which each
square in the bar graph might represent 5 pets.
CCSS.Math.Content.3.MD.B.4 Generate measurement data by measuring lengths using rulers
marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal
scale is marked off in appropriate units— whole numbers, halves, or quarters.
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
CCSS.Math.Content.3.MD.C.5 Recognize area as an attribute of plane figures and understand
concepts of area measurement.
o CCSS.Math.Content.3.MD.C.5a A square with side length 1 unit, called “a unit square,” is
said to have “one square unit” of area, and can be used to measure area.
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o CCSS.Math.Content.3.MD.C.5b A plane figure which can be covered without gaps or
overlaps by n unit squares is said to have an area of n square units.
CCSS.Math.Content.3.MD.C.6 Measure areas by counting unit squares (square cm, square m,
square in, square ft, and improvised units).
CCSS.Math.Content.3.MD.C.7 Relate area to the operations of multiplication and addition.
o CCSS.Math.Content.3.MD.C.7a Find the area of a rectangle with whole-number side
lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
o CCSS.Math.Content.3.MD.C.7b Multiply side lengths to find areas of rectangles with
whole-number side lengths in the context of solving real world and mathematical problems, and represent
whole-number products as rectangular areas in mathematical reasoning.
o CCSS.Math.Content.3.MD.C.7c Use tiling to show in a concrete case that the area of a
rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to
represent the distributive property in mathematical reasoning.
o CCSS.Math.Content.3.MD.C.7d Recognize area as additive. Find areas of rectilinear
figures by decomposing them into non-overlapping rectangles and adding the areas of the non-
overlapping parts, applying this technique to solve real world problems.
Geometric measurement: recognize perimeter.
CCSS.Math.Content.3.MD.D.8 Solve real world and mathematical problems involving perimeters
of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and
exhibiting rectangles with the same perimeter and different areas or with the same area and different
perimeters.
Reason with shapes and their attributes.
CCSS.Math.Content.3.G.A.1 Understand that shapes in different categories (e.g., rhombuses,
rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can
define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as
examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these
subcategories.
CCSS.Math.Content.3.G.A.2 Partition shapes into parts with equal areas. Express the area of
each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and
describe the area of each part as 1/4 of the area of the shape.
Use the four operations with whole numbers to solve problems.
CCSS.Math.Content.4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret
35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal
statements of multiplicative comparisons as multiplication equations.
CCSS.Math.Content.4.OA.A.2 Multiply or divide to solve word problems involving multiplicative
comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent
the problem, distinguishing multiplicative comparison from additive comparison.1
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CCSS.Math.Content.4.OA.A.3 Solve multistep word problems posed with whole numbers and
having whole-number answers using the four operations, including problems in which remainders must be
interpreted. Represent these problems using equations with a letter standing for the unknown quantity.
Assess the reasonableness of answers using mental computation and estimation strategies including
rounding.
Gain familiarity with factors and multiples.
CCSS.Math.Content.4.OA.B.4 Find all factor pairs for a whole number in the range 1–100.
Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole
number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole
number in the range 1–100 is prime or composite.
Generate and analyze patterns.
CCSS.Math.Content.4.OA.C.5 Generate a number or shape pattern that follows a given rule.
Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule
“Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms
appear to alternate between odd and even numbers. Explain informally why the numbers will continue to
alternate in this way.
Generalize place value understanding for multi-digit whole numbers.
CCSS.Math.Content.4.NBT.A.1 Recognize that in a multi-digit whole number, a digit in one place
represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10
by applying concepts of place value and division.
CCSS.Math.Content.4.NBT.A.2 Read and write multi-digit whole numbers using base-ten
numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of
the digits in each place, using >, =, and < symbols to record the results of comparisons.
CCSS.Math.Content.4.NBT.A.3 Use place value understanding to round multi-digit whole
numbers to any place.
Use place value understanding and properties of operations to perform multi-digit arithmetic.
CCSS.Math.Content.4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using the
standard algorithm.
CCSS.Math.Content.4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole
number, and multiply two two-digit numbers, using strategies based on place value and the properties of
operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area
models.
CCSS.Math.Content.4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit
dividends and one-digit divisors, using strategies based on place value, the properties of operations,
and/or the relationship between multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
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Extend understanding of fraction equivalence and ordering.
CCSS.Math.Content.4.NF.A.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b)
by using visual fraction models, with attention to how the number and size of the parts differ even though
the two fractions themselves are the same size. Use this principle to recognize and generate equivalent
fractions.
CCSS.Math.Content.4.NF.A.2 Compare two fractions with different numerators and different
denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark
fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same
whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by
using a visual fraction model.
Build fractions from unit fractions.
CCSS.Math.Content.4.NF.B.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
o CCSS.Math.Content.4.NF.B.3a Understand addition and subtraction of fractions as
joining and separating parts referring to the same whole.
o CCSS.Math.Content.4.NF.B.3b Decompose a fraction into a sum of fractions with the
same denominator in more than one way, recording each decomposition by an equation. Justify
decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ;
2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
o CCSS.Math.Content.4.NF.B.3c Add and subtract mixed numbers with like denominators,
e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations
and the relationship between addition and subtraction.
o CCSS.Math.Content.4.NF.B.3d Solve word problems involving addition and subtraction
of fractions referring to the same whole and having like denominators, e.g., by using visual fraction
models and equations to represent the problem.
CCSS.Math.Content.4.NF.B.4 Apply and extend previous understandings of multiplication to
multiply a fraction by a whole number.
o CCSS.Math.Content.4.NF.B.4a Understand a fraction a/b as a multiple of 1/b. For
example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion
by the equation 5/4 = 5 × (1/4).
o CCSS.Math.Content.4.NF.B.4b Understand a multiple of a/b as a multiple of 1/b, and use
this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to
express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)
o CCSS.Math.Content.4.NF.B.4c Solve word problems involving multiplication of a fraction
by a whole number, e.g., by using visual fraction models and equations to represent the problem. For
example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the
party, how many pounds of roast beef will be needed? Between what two whole numbers does your
answer lie?
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Understand decimal notation for fractions, and compare decimal fractions.
CCSS.Math.Content.4.NF.C.5 Express a fraction with denominator 10 as an equivalent fraction
with denominator 100, and use this technique to add two fractions with respective denominators 10 and
100.2 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
CCSS.Math.Content.4.NF.C.6 Use decimal notation for fractions with denominators 10 or 100.
For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line
diagram.
CCSS.Math.Content.4.NF.C.7 Compare two decimals to hundredths by reasoning about their
size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record
the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual
model.
Solve problems involving measurement and conversion of measurements.
CCSS.Math.Content.4.MD.A.1 Know relative sizes of measurement units within one system of
units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement,
express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a
two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft
snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24),
(3, 36), ...
CCSS.Math.Content.4.MD.A.2 Use the four operations to solve word problems involving
distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving
simple fractions or decimals, and problems that require expressing measurements given in a larger unit in
terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams
that feature a measurement scale.
CCSS.Math.Content.4.MD.A.3 Apply the area and perimeter formulas for rectangles in real world
and mathematical problems. For example, find the width of a rectangular room given the area of the
flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
Represent and interpret data.
CCSS.Math.Content.4.MD.B.4 Make a line plot to display a data set of measurements in fractions
of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information
presented in line plots. For example, from a line plot find and interpret the difference in length between
the longest and shortest specimens in an insect collection.
Geometric measurement: understand concepts of angle and measure angles.
CCSS.Math.Content.4.MD.C.5 Recognize angles as geometric shapes that are formed wherever
two rays share a common endpoint, and understand concepts of angle measurement:
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o CCSS.Math.Content.4.MD.C.5a An angle is measured with reference to a circle with its
center at the common endpoint of the rays, by considering the fraction of the circular arc between the
points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a
“one-degree angle,” and can be used to measure angles.
o CCSS.Math.Content.4.MD.C.5b An angle that turns through n one-degree angles is said
to have an angle measure of n degrees.
CCSS.Math.Content.4.MD.C.6 Measure angles in whole-number degrees using a protractor.
Sketch angles of specified measure.
CCSS.Math.Content.4.MD.C.7 Recognize angle measure as additive. When an angle is
decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle
measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in
real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle
measure.
Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
CCSS.Math.Content.4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute,
obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
CCSS.Math.Content.4.G.A.2 Classify two-dimensional figures based on the presence or absence
of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize
right triangles as a category, and identify right triangles.
CCSS.Math.Content.4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line
across the figure such that the figure can be folded along the line into matching parts. Identify line-
symmetric figures and draw lines of symmetry.
Write and interpret numerical expressions.
CCSS.MATH.CONTENT.5.OA.A.1
Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these
symbols.
CCSS.MATH.CONTENT.5.OA.A.2
Write simple expressions that record calculations with numbers, and interpret numerical expressions
without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2" as 2 × (8
+ 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to
calculate the indicated sum or product.
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Analyze patterns and relationships.
CCSS.MATH.CONTENT.5.OA.B.3
Generate two numerical patterns using two given rules. Identify apparent relationships between
corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and
graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3" and the starting
number 0, and given the rule "Add 6" and the starting number 0, generate terms in the resulting
sequences, and observe that the terms in one sequence are twice the corresponding terms in the other
sequence. Explain informally why this is so.
Understand the place value system.
CCSS.MATH.CONTENT.5.NBT.A.1
Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in
the place to its right and 1/10 of what it represents in the place to its left.
CCSS.MATH.CONTENT.5.NBT.A.2
Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and
explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power
of 10. Use whole-number exponents to denote powers of 10.
CCSS.MATH.CONTENT.5.NBT.A.3
Read, write, and compare decimals to thousandths.
CCSS.MATH.CONTENT.5.NBT.A.3.A
Read and write decimals to thousandths using base-ten numerals, number names, and expanded form,
e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).
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CCSS.MATH.CONTENT.5.NBT.A.3.B
Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and <
symbols to record the results of comparisons.
CCSS.MATH.CONTENT.5.NBT.A.4
Use place value understanding to round decimals to any place.
Perform operations with multi-digit whole numbers and with
decimals to hundredths.
CCSS.MATH.CONTENT.5.NBT.B.5
Fluently multiply multi-digit whole numbers using the standard algorithm.
CCSS.MATH.CONTENT.5.NBT.B.6
Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors,
using strategies based on place value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays,
and/or area models.
CCSS.MATH.CONTENT.5.NBT.B.7
Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and
strategies based on place value, properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method and explain the reasoning used.
Use equivalent fractions as a strategy to add and subtract
fractions.
CCSS.MATH.CONTENT.5.NF.A.1
Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given
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fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of
fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d
= (ad + bc)/bd.)
CCSS.MATH.CONTENT.5.NF.A.2
Solve word problems involving addition and subtraction of fractions referring to the same whole,
including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the
problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the
reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that
3/7 < 1/2.
Apply and extend previous understandings of multiplication and
division.
CCSS.MATH.CONTENT.5.NF.B.3
Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems
involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g.,
by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the
result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared
equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of
rice equally by weight, how many pounds of rice should each person get? Between what two whole
numbers does your answer lie?
CCSS.MATH.CONTENT.5.NF.B.4
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a
fraction.
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CCSS.MATH.CONTENT.5.NF.B.4.A
Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of
a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and
create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d)
= ac/bd.)
CCSS.MATH.CONTENT.5.NF.B.4.B
Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate
unit fraction side lengths, and show that the area is the same as would be found by multiplying the side
lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as
rectangular areas.
CCSS.MATH.CONTENT.5.NF.B.5
Interpret multiplication as scaling (resizing), by:
CCSS.MATH.CONTENT.5.NF.B.5.A
Comparing the size of a product to the size of one factor on the basis of the size of the other factor,
without performing the indicated multiplication.
CCSS.MATH.CONTENT.5.NF.B.5.B
Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than
the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case);
explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the
given number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of
multiplying a/b by 1.
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CCSS.MATH.CONTENT.5.NF.B.6
Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual
fraction models or equations to represent the problem.
CCSS.MATH.CONTENT.5.NF.B.7
Apply and extend previous understandings of division to divide unit fractions by whole numbers and
whole numbers by unit fractions.1
CCSS.MATH.CONTENT.5.NF.B.7.A
Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For
example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use
the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 =
1/3.
CCSS.MATH.CONTENT.5.NF.B.7.B
Interpret division of a whole number by a unit fraction, and compute such quotients.For example, create a
story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship
between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
CCSS.MATH.CONTENT.5.NF.B.7.C
Solve real world problems involving division of unit fractions by non-zero whole numbers and division of
whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the
problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate
equally? How many 1/3-cup servings are in 2 cups of raisins?
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Convert like measurement units within a given measurement
system.
CCSS.MATH.CONTENT.5.MD.A.1
Convert among different-sized standard measurement units within a given measurement system (e.g.,
convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
Represent and interpret data.
CCSS.MATH.CONTENT.5.MD.B.2
Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations
on fractions for this grade to solve problems involving information presented in line plots. For example,
given different measurements of liquid in identical beakers, find the amount of liquid each beaker would
contain if the total amount in all the beakers were redistributed equally.
Geometric measurement: understand concepts of volume.
CCSS.MATH.CONTENT.5.MD.C.3
Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
CCSS.MATH.CONTENT.5.MD.C.3.A
A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be
used to measure volume.
CCSS.MATH.CONTENT.5.MD.C.3.B
A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume
of n cubic units.
CCSS.MATH.CONTENT.5.MD.C.4
Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
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CCSS.MATH.CONTENT.5.MD.C.5
Relate volume to the operations of multiplication and addition and solve real world and mathematical
problems involving volume.
CCSS.MATH.CONTENT.5.MD.C.5.A
Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit
cubes, and show that the volume is the same as would be found by multiplying the edge lengths,
equivalently by multiplying the height by the area of the base. Represent threefold whole-number
products as volumes, e.g., to represent the associative property of multiplication.
CCSS.MATH.CONTENT.5.MD.C.5.B
Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular
prisms with whole-number edge lengths in the context of solving real world and mathematical problems.
CCSS.MATH.CONTENT.5.MD.C.5.C
Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right
rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve
real world problems.
Graph points on the coordinate plane to solve real-world and
mathematical problems.
CCSS.MATH.CONTENT.5.G.A.1
Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection
of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located
by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates
how far to travel from the origin in the direction of one axis, and the second number indicates how far to
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travel in the direction of the second axis, with the convention that the names of the two axes and the
coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
CCSS.MATH.CONTENT.5.G.A.2
Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate
plane, and interpret coordinate values of points in the context of the situation.
Classify two-dimensional figures into categories based on their
properties.
CCSS.MATH.CONTENT.5.G.B.3
Understand that attributes belonging to a category of two-dimensional figures also belong to all
subcategories of that category. For example, all rectangles have four right angles and squares are
rectangles, so all squares have four right angles.
CCSS.MATH.CONTENT.5.G.B.4
Classify two-dimensional figures in a hierarchy based on properties.
LARTS
Key Ideas and Details
CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key
details in a text.
CCSS.ELA-Literacy.RL.K.2 With prompting and support, retell familiar stories, including key
details.
CCSS.ELA-Literacy.RL.K.3 With prompting and support, identify characters, settings, and major
events in a story.
Craft and Structure
CCSS.ELA-Literacy.RL.K.4 Ask and answer questions about unknown words in a text.
CCSS.ELA-Literacy.RL.K.5 Recognize common types of texts (e.g., storybooks, poems).
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CCSS.ELA-Literacy.RL.K.6 With prompting and support, name the author and illustrator of a story
and define the role of each in telling the story.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.K.7 With prompting and support, describe the relationship between
illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
(RL.K.8 not applicable to literature)
CCSS.ELA-Literacy.RL.K.9 With prompting and support, compare and contrast the adventures
and experiences of characters in familiar stories.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RL.K.10 Actively engage in group reading activities with purpose and
understanding.
Key Ideas and Details
CCSS.ELA-Literacy.RI.K.1 With prompting and support, ask and answer questions about key
details in a text.
CCSS.ELA-Literacy.RI.K.2 With prompting and support, identify the main topic and retell key
details of a text.
CCSS.ELA-Literacy.RI.K.3 With prompting and support, describe the connection between two
individuals, events, ideas, or pieces of information in a text.
Craft and Structure
CCSS.ELA-Literacy.RI.K.4 With prompting and support, ask and answer questions about
unknown words in a text.
CCSS.ELA-Literacy.RI.K.5 Identify the front cover, back cover, and title page of a book.
CCSS.ELA-Literacy.RI.K.6 Name the author and illustrator of a text and define the role of each in
presenting the ideas or information in a text.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.K.7 With prompting and support, describe the relationship between
illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an
illustration depicts).
CCSS.ELA-Literacy.RI.K.8 With prompting and support, identify the reasons an author gives to
support points in a text.
CCSS.ELA-Literacy.RI.K.9 With prompting and support, identify basic similarities in and
differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
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Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RI.K.10 Actively engage in group reading activities with purpose and
understanding.
Comprehension and Collaboration
CCSS.ELA-Literacy.SL.K.1 Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger groups.
o CCSS.ELA-Literacy.SL.K.1a Follow agreed-upon rules for discussions (e.g., listening to
others and taking turns speaking about the topics and texts under discussion).
o CCSS.ELA-Literacy.SL.K.1b Continue a conversation through multiple exchanges.
CCSS.ELA-Literacy.SL.K.2 Confirm understanding of a text read aloud or information presented
orally or through other media by asking and answering questions about key details and requesting
clarification if something is not understood.
CCSS.ELA-Literacy.SL.K.3 Ask and answer questions in order to seek help, get information, or
clarify something that is not understood.
Presentation of Knowledge and Ideas
CCSS.ELA-Literacy.SL.K.4 Describe familiar people, places, things, and events and, with
prompting and support, provide additional detail.
CCSS.ELA-Literacy.SL.K.5 Add drawings or other visual displays to descriptions as desired to
provide additional detail.
CCSS.ELA-Literacy.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
Key Ideas and Details
CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text.
CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding
of their central message or lesson.
CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key
details.
Craft and Structure
CCSS.ELA-Literacy.RL.1.4 Identify words and phrases in stories or poems that suggest feelings
or appeal to the senses.
CCSS.ELA-Literacy.RL.1.5 Explain major differences between books that tell stories and books
that give information, drawing on a wide reading of a range of text types.
CCSS.ELA-Literacy.RL.1.6 Identify who is telling the story at various points in a text.
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Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters,
setting, or events.
(RL.1.8 not applicable to literature)
CCSS.ELA-Literacy.RL.1.9 Compare and contrast the adventures and experiences of characters
in stories.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RL.1.10 With prompting and support, read prose and poetry of appropriate
complexity for grade 1.
Key Ideas and Details
CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text.
CCSS.ELA-Literacy.RI.1.2 Identify the main topic and retell key details of a text.
CCSS.ELA-Literacy.RI.1.3 Describe the connection between two individuals, events, ideas, or
pieces of information in a text.
Craft and Structure
CCSS.ELA-Literacy.RI.1.4 Ask and answer questions to help determine or clarify the meaning of
words and phrases in a text.
CCSS.ELA-Literacy.RI.1.5 Know and use various text features (e.g., headings, tables of contents,
glossaries, electronic menus, icons) to locate key facts or information in a text.
CCSS.ELA-Literacy.RI.1.6 Distinguish between information provided by pictures or other
illustrations and information provided by the words in a text.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.1.7 Use the illustrations and details in a text to describe its key ideas.
CCSS.ELA-Literacy.RI.1.8 Identify the reasons an author gives to support points in a text.
CCSS.ELA-Literacy.RI.1.9 Identify basic similarities in and differences between two texts on the
same topic (e.g., in illustrations, descriptions, or procedures).
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RI.1.10 With prompting and support, read informational texts appropriately
complex for grade 1.
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Comprehension and Collaboration
CCSS.ELA-Literacy.SL.1.1 Participate in collaborative conversations with diverse partners about
grade 1 topics and texts with peers and adults in small and larger groups.
o CCSS.ELA-Literacy.SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to
others with care, speaking one at a time about the topics and texts under discussion).
o CCSS.ELA-Literacy.SL.1.1b Build on others’ talk in conversations by responding to the
comments of others through multiple exchanges.
o CCSS.ELA-Literacy.SL.1.1c Ask questions to clear up any confusion about the topics
and texts under discussion.
CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
CCSS.ELA-Literacy.SL.1.3 Ask and answer questions about what a speaker says in order to
gather additional information or clarify something that is not understood.
Presentation of Knowledge and Ideas
CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant details,
expressing ideas and feelings clearly.
CCSS.ELA-Literacy.SL.1.5 Add drawings or other visual displays to descriptions when
appropriate to clarify ideas, thoughts, and feelings.
CCSS.ELA-Literacy.SL.1.6 Produce complete sentences when appropriate to task and situation.
(See grade 1 Language standards 1 and 3 here for specific expectations.)
Key Ideas and Details
CCSS.ELA-Literacy.RL.2.1 Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.
CCSS.ELA-Literacy.RL.2.2 Recount stories, including fables and folktales from diverse cultures,
and determine their central message, lesson, or moral.
CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and
challenges.
Craft and Structure
CCSS.ELA-Literacy.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration,
rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
CCSS.ELA-Literacy.RL.2.5 Describe the overall structure of a story, including describing how the
beginning introduces the story and the ending concludes the action.
CCSS.ELA-Literacy.RL.2.6 Acknowledge differences in the points of view of characters, including
by speaking in a different voice for each character when reading dialogue aloud.
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Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations and words in a print or
digital text to demonstrate understanding of its characters, setting, or plot.
(RL.2.8 not applicable to literature)
CCSS.ELA-Literacy.RL.2.9 Compare and contrast two or more versions of the same story (e.g.,
Cinderella stories) by different authors or from different cultures.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RL.2.10 By the end of the year, read and comprehends literature, including
stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the
high end of the range.
Key Ideas and Details
CCSS.ELA-Literacy.RI.2.1 Ask and answer such questions as who, what, where, when, why, and
how to demonstrate understanding of key details in a text.
CCSS.ELA-Literacy.RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of
specific paragraphs within the text.
CCSS.ELA-Literacy.RI.2.3 Describe the connection between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text.
Craft and Structure
CCSS.ELA-Literacy.RI.2.4 Determine the meaning of words and phrases in a text relevant to a
grade 2 topic or subject area.
CCSS.ELA-Literacy.RI.2.5 Know and use various text features (e.g., captions, bold print,
subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text
efficiently.
CCSS.ELA-Literacy.RI.2.6 Identify the main purpose of a text, including what the author wants to
answer, explain, or describe.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine
works) contribute to and clarify a text.
CCSS.ELA-Literacy.RI.2.8 Describe how reasons support specific points the author makes in a
text.
CCSS.ELA-Literacy.RI.2.9 Compare and contrast the most important points presented by two
texts on the same topic.
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Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RI.2.10 By the end of year, read and comprehends informational texts,
including history/social studies, science, and technical texts, in the grades 2–3 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
Comprehension and Collaboration
CCSS.ELA-Literacy.SL.2.1 Participate in collaborative conversations with diverse partners about
grade 2 topics and texts with peers and adults in small and larger groups.
o CCSS.ELA-Literacy.SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the
floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts
under discussion).
o CCSS.ELA-Literacy.SL.2.1b Build on others’ talk in conversations by linking their
comments to the remarks of others.
o CCSS.ELA-Literacy.SL.2.1c Ask for clarification and further explanation as needed about
the topics and texts under discussion.
CCSS.ELA-Literacy.SL.2.2 Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.
CCSS.ELA-Literacy.SL.2.3 Ask and answer questions about what a speaker says in order to
clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
Presentation of Knowledge and Ideas
CCSS.ELA-Literacy.SL.2.4 Tell a story or recount an experience with appropriate facts and
relevant, descriptive details, speaking audibly in coherent sentences.
CCSS.ELA-Literacy.SL.2.5 Create audio recordings of stories or poems; add drawings or other
visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and
feelings.
CCSS.ELA-Literacy.SL.2.6 Produce complete sentences when appropriate to task and situation
in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 here for
specific expectations.)
Key Ideas and Details
CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables, folktales, and myths from diverse
cultures; determine the central message, lesson, or moral and explain how it is conveyed through key
details in the text.
CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or
feelings) and explain how their actions contribute to the sequence of events
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Craft and Structure
CCSS.ELA-Literacy.RL.3.4 Determine the meaning of words and phrases as they are used in a
text, distinguishing literal from nonliteral language.
CCSS.ELA-Literacy.RL.3.5 Refer to parts of stories, dramas, and poems when writing or
speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive
part builds on earlier sections.
CCSS.ELA-Literacy.RL.3.6 Distinguish their own point of view from that of the narrator or those of
the characters.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what
is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)
(RL.3.8 not applicable to literature)
CCSS.ELA-Literacy.RL.3.9 Compare and contrast the themes, settings, and plots of stories
written by the same author about the same or similar characters (e.g., in books from a series)
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RL.3.10 By the end of the year, read and comprehends literature, including
stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and
proficiently.
Key Ideas and Details
CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain
how they support the main idea.
CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to
time, sequence, and cause/effect.
Craft and Structure
CCSS.ELA-Literacy.RI.3.4 Determine the meaning of general academic and domain-specific
words and phrases in a text relevant to a grade 3 topic or subject area.
CCSS.ELA-Literacy.RI.3.5 Use text features and search tools (e.g., key words, sidebars,
hyperlinks) to locate information relevant to a given topic efficiently.
CCSS.ELA-Literacy.RI.3.6 Distinguish their own point of view from that of the author of a text.
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Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.3.7 Use information gained from illustrations (e.g., maps, photographs)
and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key
events occur).
CCSS.ELA-Literacy.RI.3.8 Describe the logical connection between particular sentences and
paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
CCSS.ELA-Literacy.RI.3.9 Compare and contrast the most important points and key details
presented in two texts on the same topic.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RI.3.10 By the end of the year, read and comprehends informational texts,
including history/social studies, science, and technical texts, at the high end of the grades 2–3 text
complexity band independently and proficiently.
Comprehension and Collaboration
CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’
ideas and expressing their own clearly.
o CCSS.ELA-Literacy.SL.3.1a Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion.
o CCSS.ELA-Literacy.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the
floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts
under discussion).
o CCSS.ELA-Literacy.SL.3.1c Ask questions to check understanding of information
presented, stay on topic, and link their comments to the remarks of others.
o CCSS.ELA-Literacy.SL.3.1d Explain their own ideas and understanding in light of the
discussion.
CCSS.ELA-Literacy.SL.3.2 Determine the main ideas and supporting details of a text read aloud
or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.SL.3.3 Ask and answer questions about information from a speaker, offering
appropriate elaboration and detail.
Presentation of Knowledge and Ideas
CCSS.ELA-Literacy.SL.3.4 Report on a topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
CCSS.ELA-Literacy.SL.3.5 Create engaging audio recordings of stories or poems that
demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize
or enhance certain facts or details.
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CCSS.ELA-Literacy.SL.3.6 Speak in complete sentences when appropriate to task and situation
in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for
specific expectations.)
Key Ideas and Details
CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text;
summarize the text.
CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama,
drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Craft and Structure
CCSS.ELA-Literacy.RL.4.4 Determine the meaning of words and phrases as they are used in a
text, including those that allude to significant characters found in mythology (e.g., Herculean).
CCSS.ELA-Literacy.RL.4.5 Explain major differences between poems, drama, and prose, and
refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of
characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
CCSS.ELA-Literacy.RL.4.6 Compare and contrast the point of view from which different stories
are narrated, including the difference between first- and third-person narrations.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.4.7 Make connections between the text of a story or drama and a visual
or oral presentation of the text, identifying where each version reflects specific descriptions and directions
in the text.
(RL.4.8 not applicable to literature)
CCSS.ELA-Literacy.RL.4.9 Compare and contrast the treatment of similar themes and topics
(e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional
literature from different cultures.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RL.4.10 By the end of the year, read and comprehends literature, including
stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
Key Ideas and Details
CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.
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CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by
key details; summarize the text.
CCSS.ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why, based on specific information in the text.
Craft and Structure
CCSS.ELA-Literacy.RI.4.4 Determine the meaning of general academic and domain-specific
words or phrases in a text relevant to a grade 4 topic or subject area.
CCSS.ELA-Literacy.RI.4.5 Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
CCSS.ELA-Literacy.RI.4.6 Compare and contrast a firsthand and secondhand account of the
same event or topic; describe the differences in focus and the information provided.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.4.7 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.
CCSS.ELA-Literacy.RI.4.8 Explain how an author uses reasons and evidence to support
particular points in a text.
CCSS.ELA-Literacy.RI.4.9 Integrate information from two texts on the same topic in order to write
or speak about the subject knowledgeably.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RI.4.10 By the end of year, read and comprehends informational texts,
including history/social studies, science, and technical texts, in the grades 4–5 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
Comprehension and Collaboration
CCSS.ELA-Literacy.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’
ideas and expressing their own clearly.
o CCSS.ELA-Literacy.SL.4.1a Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion.
o CCSS.ELA-Literacy.SL.4.1b Follow agreed-upon rules for discussions and carry out
assigned roles.
o CCSS.ELA-Literacy.SL.4.1c Pose and respond to specific questions to clarify or follow up
on information, and make comments that contribute to the discussion and link to the remarks of others.
o CCSS.ELA-Literacy.SL.4.1d Review the key ideas expressed and explain their own ideas
and understanding in light of the discussion.
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CCSS.ELA-Literacy.SL.4.2 Paraphrase portions of a text read aloud or information presented in
diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.SL.4.3 Identify the reasons and evidence a speaker provides to support
particular points.
Presentation of Knowledge and Ideas
CCSS.ELA-Literacy.SL.4.4 Report on a topic or text, tell a story, or recount an experience in an
organized manner, using appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace.
CCSS.ELA-Literacy.SL.4.5 Add audio recordings and visual displays to presentations when
appropriate to enhance the development of main ideas or themes.
CCSS.ELA-Literacy.SL.4.6 Differentiate between contexts that call for formal English (e.g.,
presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion);
use formal English when appropriate to task and situation. (See grade 4 Language standards 1 here for
specific expectations.)
Print Concepts
CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of
print.
o CCSS.ELA-Literacy.RF.K.1a Follow words from left to right, top to bottom, and page by
page.
o CCSS.ELA-Literacy.RF.K.1b Recognize that spoken words are represented in written
language by specific sequences of letters.
o CCSS.ELA-Literacy.RF.K.1c Understand that words are separated by spaces in print.
o CCSS.ELA-Literacy.RF.K.1d Recognize and name all upper- and lowercase letters of the
alphabet.
Phonological Awareness
CCSS.ELA-Literacy.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
o CCSS.ELA-Literacy.RF.K.2a Recognize and produce rhyming words.
o CCSS.ELA-Literacy.RF.K.2b Count, pronounce, blend, and segment syllables in spoken
words.
o CCSS.ELA-Literacy.RF.K.2c Blend and segment onsets and rimes of single-syllable
spoken words.
o CCSS.ELA-Literacy.RF.K.2d Isolate and pronounce the initial, medial vowel, and final
sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not
include CVCs ending with /l/, /r/, or /x/.)
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o CCSS.ELA-Literacy.RF.K.2e Add or substitute individual sounds (phonemes) in simple,
one-syllable words to make new words.
Phonics and Word Recognition
CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
o CCSS.ELA-Literacy.RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound
correspondences by producing the primary sound or many of the most frequent sounds for each
consonant.
o CCSS.ELA-Literacy.RF.K.3b Associate the long and short sounds with the common
spellings (graphemes) for the five major vowels.
o CCSS.ELA-Literacy.RF.K.3c Read common high-frequency words by sight (e.g., the, of,
to, you, she, my, is, are, do, does).
o CCSS.ELA-Literacy.RF.K.3d Distinguish between similarly spelled words by identifying
the sounds of the letters that differ.
Fluency
CCSS.ELA-Literacy.RF.K.4 Read emergent-reader texts with purpose and understanding.
1 Words, syllables, or phonemes written in /slashes/refer to their pronunciation or phonology. Thus, /CVC/ is a word
with three phonemes regardless of the number of letters in the spelling of the word.
Text Types and Purposes
CCSS.ELA-Literacy.W.K.1 Use a combination of drawing, dictating, and writing to compose
opinion pieces in which they tell a reader the topic or the name of the book they are writing about and
state an opinion or preference about the topic or book (e.g., My favorite book is...).
CCSS.ELA-Literacy.W.K.2 Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing about and supply some
information about the topic.
CCSS.ELA-Literacy.W.K.3 Use a combination of drawing, dictating, and writing to narrate a single
event or several loosely linked events, tell about the events in the order in which they occurred, and
provide a reaction to what happened.
Production and Distribution of Writing
(W.K.4 begins in grade 3)
CCSS.ELA-Literacy.W.K.5 With guidance and support from adults, respond to questions and
suggestions from peers and add details to strengthen writing as needed.
CCSS.ELA-Literacy.W.K.6 With guidance and support from adults, explore a variety of digital
tools to produce and publish writing, including in collaboration with peers.
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Research to Build and Present Knowledge
CCSS.ELA-Literacy.W.K.7 Participate in shared research and writing projects (e.g., explore a
number of books by a favorite author and express opinions about them).
CCSS.ELA-Literacy.W.K.8 With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a question.
(W.K.9 begins in grade 4)
Range of Writing
(W.K.10 begins in grade 3)
Conventions of Standard English
CCSS.ELA-Literacy.L.K.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
o CCSS.ELA-Literacy.L.K.1a Print many upper- and lowercase letters.
o CCSS.ELA-Literacy.L.K.1b Use frequently occurring nouns and verbs.
o CCSS.ELA-Literacy.L.K.1c Form regular plural nouns orally by adding /s/ or /es/ (e.g.,
dog, dogs; wish, wishes).
o CCSS.ELA-Literacy.L.K.1d Understand and use question words (interrogatives) (e.g.,
who, what, where, when, why, how).
o CCSS.ELA-Literacy.L.K.1e Use the most frequently occurring prepositions (e.g., to, from,
in, out, on, off, for, of, by, with).
o CCSS.ELA-Literacy.L.K.1f Produce and expand complete sentences in shared language
activities.
CCSS.ELA-Literacy.L.K.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
o CCSS.ELA-Literacy.L.K.2a Capitalize the first word in a sentence and the pronoun I
o CCSS.ELA-Literacy.L.K.2b Recognize and name end punctuation.
o CCSS.ELA-Literacy.L.K.2c Write a letter or letters for most consonant and short-vowel
sounds (phonemes).
o CCSS.ELA-Literacy.L.K.2d Spell simple words phonetically, drawing on knowledge of
sound-letter relationships.
Knowledge of Language
(L.K.3 begins in grade 2)
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Vocabulary Acquisition and Use
CCSS.ELA-Literacy.L.K.4 Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on kindergarten reading and content.
o CCSS.ELA-Literacy.L.K.4a Identify new meanings for familiar words and apply them
accurately (e.g., knowing duck is a bird and learning the verb to duck).
o CCSS.ELA-Literacy.L.K.4b Use the most frequently occurring inflections and affixes (e.g.,
-ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
CCSS.ELA-Literacy.L.K.5 With guidance and support from adults, explore word relationships and
nuances in word meanings.
o CCSS.ELA-Literacy.L.K.5a Sort common objects into categories (e.g., shapes, foods) to
gain a sense of the concepts the categories represent.
o CCSS.ELA-Literacy.L.K.5b Demonstrate understanding of frequently occurring verbs and
adjectives by relating them to their opposites (antonyms).
o CCSS.ELA-Literacy.L.K.5c Identify real-life connections between words and their use
(e.g., note places at school that are colorful).
o CCSS.ELA-Literacy.L.K.5d Distinguish shades of meaning among verbs describing the
same general action (e.g., walk, march, strut, prance) by acting out the meanings.
CCSS.ELA-Literacy.L.K.6 Use words and phrases acquired through conversations, reading and
being read to, and responding to texts.
Print Concepts
CCSS.ELA-Literacy.RF.1.1 Demonstrate understanding of the organization and basic features of
print.
o CCSS.ELA-Literacy.RF.1.1a Recognize the distinguishing features of a sentence (e.g.,
first word, capitalization, ending punctuation).
Phonological Awareness
CCSS.ELA-Literacy.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
o CCSS.ELA-Literacy.RF.1.2a Distinguish long from short vowel sounds in spoken single-
syllable words.
o CCSS.ELA-Literacy.RF.1.2b Orally produce single-syllable words by blending sounds
(phonemes), including consonant blends.
o CCSS.ELA-Literacy.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds
(phonemes) in spoken single-syllable words.
o CCSS.ELA-Literacy.RF.1.2d Segment spoken single-syllable words into their complete
sequence of individual sounds (phonemes).
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Phonics and Word Recognition
CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
o CCSS.ELA-Literacy.RF.1.3a Know the spelling-sound correspondences for common
consonant digraphs.
o CCSS.ELA-Literacy.RF.1.3b Decode regularly spelled one-syllable words.
o CCSS.ELA-Literacy.RF.1.3c Know final -e and common vowel team conventions for
representing long vowel sounds.
o CCSS.ELA-Literacy.RF.1.3d Use knowledge that every syllable must have a vowel sound
to determine the number of syllables in a printed word.
o CCSS.ELA-Literacy.RF.1.3e Decode two-syllable words following basic patterns by
breaking the words into syllables.
o CCSS.ELA-Literacy.RF.1.3f Read words with inflectional endings.
o CCSS.ELA-Literacy.RF.1.3g Recognize and read grade-appropriate irregularly spelled
words.
Fluency
CCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
o CCSS.ELA-Literacy.RF.1.4a Read grade-level text with purpose and understanding.
o CCSS.ELA-Literacy.RF.1.4b Read grade-level text orally with accuracy, appropriate rate,
and expression on successive readings.
o CCSS.ELA-Literacy.RF.1.4c Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
Text Types and Purposes
CCSS.ELA-Literacy.W.1.1 Write opinion pieces in which they introduce the topic or name the
book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of
closure.
CCSS.ELA-Literacy.W.1.2 Write informative/explanatory texts in which they name a topic, supply
some facts about the topic, and provide some sense of closure.
CCSS.ELA-Literacy.W.1.3 Write narratives in which they recount two or more appropriately
sequenced events, include some details regarding what happened, use temporal words to signal event
order, and provide some sense of closure.
Production and Distribution of Writing
(W.1.4 begins in grade 3)
CCSS.ELA-Literacy.W.1.5 With guidance and support from adults, focus on a topic, respond to
questions and suggestions from peers, and add details to strengthen writing as needed.
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CCSS.ELA-Literacy.W.1.6 With guidance and support from adults, use a variety of digital tools to
produce and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge
CCSS.ELA-Literacy.W.1.7 Participate in shared research and writing projects (e.g., explore a
number of “how-to” books on a given topic and use them to write a sequence of instructions).
CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a question.
(W.1.9 begins in grade 4)
Range of Writing
(W.1.10 begins in grade 3)
Conventions of Standard English
CCSS.ELA-Literacy.L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
o CCSS.ELA-Literacy.L.1.1a Print all upper- and lowercase letters.
o CCSS.ELA-Literacy.L.1.1b Use common, proper, and possessive nouns.
o CCSS.ELA-Literacy.L.1.1c Use singular and plural nouns with matching verbs in basic
sentences (e.g., He hops; We hop).
o CCSS.ELA-Literacy.L.1.1d Use personal, possessive, and indefinite pronouns (e.g., I,
me, my; they, them, their, anyone, everything).
o CCSS.ELA-Literacy.L.1.1e Use verbs to convey a sense of past, present, and future
(e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
o CCSS.ELA-Literacy.L.1.1f Use frequently occurring adjectives.
o CCSS.ELA-Literacy.L.1.1g Use frequently occurring conjunctions (e.g., and, but, or, so,
because).
o CCSS.ELA-Literacy.L.1.1h Use determiners (e.g., articles, demonstratives).
o CCSS.ELA-Literacy.L.1.1i Use frequently occurring prepositions (e.g., during, beyond,
toward).
o CCSS.ELA-Literacy.L.1.1j Produce and expand complete simple and compound
declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
CCSS.ELA-Literacy.L.1.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
o CCSS.ELA-Literacy.L.1.2a Capitalize dates and names of people.
o CCSS.ELA-Literacy.L.1.2b Use end punctuation for sentences.
o CCSS.ELA-Literacy.L.1.2c Use commas in dates and to separate single words in a
series.
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o CCSS.ELA-Literacy.L.1.2d Use conventional spelling for words with common spelling
patterns and for frequently occurring irregular words.
o CCSS.ELA-Literacy.L.1.2e Spell untaught words phonetically, drawing on phonemic
awareness and spelling conventions.
Knowledge of Language
(L.1.3 begins in grade 2)
Vocabulary Acquisition and Use
CCSS.ELA-Literacy.L.1.4 Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
o CCSS.ELA-Literacy.L.1.4a Use sentence-level context as a clue to the meaning of a
word or phrase.
o CCSS.ELA-Literacy.L.1.4b Use frequently occurring affixes as a clue to the meaning of a
word.
o CCSS.ELA-Literacy.L.1.4c Identify frequently occurring root words (e.g., look) and their
inflectional forms (e.g., looks, looked, looking).
CCSS.ELA-Literacy.L.1.5 With guidance and support from adults, demonstrate understanding of
word relationships and nuances in word meanings.
o CCSS.ELA-Literacy.L.1.5a Sort words into categories (e.g., colors, clothing) to gain a
sense of the concepts the categories represent.
o CCSS.ELA-Literacy.L.1.5b Define words by category and by one or more key attributes
(e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
o CCSS.ELA-Literacy.L.1.5c Identify real-life connections between words and their use
(e.g., note places at home that are cozy).
o CCSS.ELA-Literacy.L.1.5d Distinguish shades of meaning among verbs differing in
manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large,
gigantic) by defining or choosing them or by acting out the meanings.
CCSS.ELA-Literacy.L.1.6 Use words and phrases acquired through conversations, reading and
being read to, and responding to texts, including using frequently occurring conjunctions to signal simple
relationships (e.g., because).
Phonics and Word Recognition
CCSS.ELA-Literacy.RF.2.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
o CCSS.ELA-Literacy.RF.2.3a Distinguish long and short vowels when reading regularly
spelled one-syllable words.
o CCSS.ELA-Literacy.RF.2.3b Know spelling-sound correspondences for additional
common vowel teams.
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o CCSS.ELA-Literacy.RF.2.3c Decode regularly spelled two-syllable words with long
vowels.
o CCSS.ELA-Literacy.RF.2.3d Decode words with common prefixes and suffixes.
o CCSS.ELA-Literacy.RF.2.3e Identify words with inconsistent but common spelling-sound
correspondences.
o CCSS.ELA-Literacy.RF.2.3f Recognize and read grade-appropriate irregularly spelled
words.
Fluency
CCSS.ELA-Literacy.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
o CCSS.ELA-Literacy.RF.2.4a Read grade-level text with purpose and understanding.
o CCSS.ELA-Literacy.RF.2.4b Read grade-level text orally with accuracy, appropriate rate,
and expression on successive readings.
o CCSS.ELA-Literacy.RF.2.4c Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
Text Types and Purposes
CCSS.ELA-Literacy.W.2.1 Write opinion pieces in which they introduce the topic or book they are
writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because,
and, also) to connect opinion and reasons, and provide a concluding statement or section.
CCSS.ELA-Literacy.W.2.2 Write informative/explanatory texts in which they introduce a topic, use
facts and definitions to develop points, and provide a concluding statement or section.
CCSS.ELA-Literacy.W.2.3 Write narratives in which they recount a well-elaborated event or short
sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to
signal event order, and provide a sense of closure.
Production and Distribution of Writing
(W.2.4 begins in grade 3)
CCSS.ELA-Literacy.W.2.5 With guidance and support from adults and peers, focus on a topic
and strengthen writing as needed by revising and editing.
CCSS.ELA-Literacy.W.2.6 With guidance and support from adults, use a variety of digital tools to
produce and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge
CCSS.ELA-Literacy.W.2.7 Participate in shared research and writing projects (e.g., read a
number of books on a single topic to produce a report; record science observations).
CCSS.ELA-Literacy.W.2.8 Recall information from experiences or gather information from
provided sources to answer a question.
(W.2.9 begins in grade 4)
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Range of Writing
(W.2.10 begins in grade 3)
Conventions of Standard English
CCSS.ELA-Literacy.L.2.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
o CCSS.ELA-Literacy.L.2.1a Use collective nouns (e.g., group).
o CCSS.ELA-Literacy.L.2.1b Form and use frequently occurring irregular plural nouns (e.g.,
feet, children, teeth, mice, fish).
o CCSS.ELA-Literacy.L.2.1c Use reflexive pronouns (e.g., myself, ourselves).
o CCSS.ELA-Literacy.L.2.1d Form and use the past tense of frequently occurring irregular
verbs (e.g., sat, hid, told).
o CCSS.ELA-Literacy.L.2.1e Use adjectives and adverbs, and choose between them
depending on what is to be modified.
o CCSS.ELA-Literacy.L.2.1f Produce, expand, and rearrange complete simple and
compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action
movie was watched by the little boy).
CCSS.ELA-Literacy.L.2.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
o CCSS.ELA-Literacy.L.2.2a Capitalize holidays, product names, and geographic names.
o CCSS.ELA-Literacy.L.2.2b Use commas in greetings and closings of letters.
o CCSS.ELA-Literacy.L.2.2c Use an apostrophe to form contractions and frequently
occurring possessives.
o CCSS.ELA-Literacy.L.2.2d Generalize learned spelling patterns when writing words (e.g.,
cage → badge; boy → boil).
o CCSS.ELA-Literacy.L.2.2e Consult reference materials, including beginning dictionaries,
as needed to check and correct spellings.
Knowledge of Language
CCSS.ELA-Literacy.L.2.3 Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
o CCSS.ELA-Literacy.L.2.3a Compare formal and informal uses of English
Vocabulary Acquisition and Use
CCSS.ELA-Literacy.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
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94
o CCSS.ELA-Literacy.L.2.4a Use sentence-level context as a clue to the meaning of a
word or phrase.
o CCSS.ELA-Literacy.L.2.4b Determine the meaning of the new word formed when a
known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
o CCSS.ELA-Literacy.L.2.4c Use a known root word as a clue to the meaning of an
unknown word with the same root (e.g., addition, additional).
o CCSS.ELA-Literacy.L.2.4d Use knowledge of the meaning of individual words to predict
the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
o CCSS.ELA-Literacy.L.2.4e Use glossaries and beginning dictionaries, both print and
digital, to determine or clarify the meaning of words and phrases.
CCSS.ELA-Literacy.L.2.5 Demonstrate understanding of word relationships and nuances in word
meanings.
o CCSS.ELA-Literacy.L.2.5a Identify real-life connections between words and their use
(e.g., describe foods that are spicy or juicy).
o CCSS.ELA-Literacy.L.2.5b Distinguish shades of meaning among closely related verbs
(e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
CCSS.ELA-Literacy.L.2.6 Use words and phrases acquired through conversations, reading and
being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When
other kids are happy that makes me happy).
Phonics and Word Recognition
CCSS.ELA-Literacy.RF.3.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
o CCSS.ELA-Literacy.RF.3.3a Identify and know the meaning of the most common prefixes
and derivational suffixes.
o CCSS.ELA-Literacy.RF.3.3b Decode words with common Latin suffixes.
o CCSS.ELA-Literacy.RF.3.3c Decode multisyllable words.
o CCSS.ELA-Literacy.RF.3.3d Read grade-appropriate irregularly spelled words.
Fluency
CCSS.ELA-Literacy.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
o CCSS.ELA-Literacy.RF.3.4a Read grade-level text with purpose and understanding.
o CCSS.ELA-Literacy.RF.3.4b Read grade-level prose and poetry orally with accuracy,
appropriate rate, and expression on successive readings.
o CCSS.ELA-Literacy.RF.3.4c Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
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Text Types and Purposes
CCSS.ELA-Literacy.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with
reasons.
o CCSS.ELA-Literacy.W.3.1a Introduce the topic or text they are writing about, state an
opinion, and create an organizational structure that lists reasons.
o CCSS.ELA-Literacy.W.3.1b Provide reasons that support the opinion.
o CCSS.ELA-Literacy.W.3.1c Use linking words and phrases (e.g., because, therefore,
since, for example) to connect opinion and reasons.
o CCSS.ELA-Literacy.W.3.1d Provide a concluding statement or section.
CCSS.ELA-Literacy.W.3.2 Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
o CCSS.ELA-Literacy.W.3.2a Introduce a topic and group related information together;
include illustrations when useful to aiding comprehension.
o CCSS.ELA-Literacy.W.3.2b Develop the topic with facts, definitions, and details.
o CCSS.ELA-Literacy.W.3.2c Use linking words and phrases (e.g., also, another, and,
more, but) to connect ideas within categories of information.
o CCSS.ELA-Literacy.W.3.2d Provide a concluding statement or section.
CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
o CCSS.ELA-Literacy.W.3.3a Establish a situation and introduce a narrator and/or
characters; organize an event sequence that unfolds naturally.
o CCSS.ELA-Literacy.W.3.3b Use dialogue and descriptions of actions, thoughts, and
feelings to develop experiences and events or show the response of characters to situations.
o CCSS.ELA-Literacy.W.3.3c Use temporal words and phrases to signal event order.
o CCSS.ELA-Literacy.W.3.3d Provide a sense of closure.
Production and Distribution of Writing
CCSS.ELA-Literacy.W.3.4 With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose. (Grade-specific expectations for
writing types are defined in standards 1–3 above.)
CCSS.ELA-Literacy.W.3.5 With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing. (Editing for conventions should
demonstrate command of Language standards 1-3 up to and including grade 3 here.)
CCSS.ELA-Literacy.W.3.6 With guidance and support from adults, use technology to produce
and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
Research to Build and Present Knowledge
CCSS.ELA-Literacy.W.3.7 Conduct short research projects that build knowledge about a topic.
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CCSS.ELA-Literacy.W.3.8 Recall information from experiences or gather information from print
and digital sources; take brief notes on sources and sort evidence into provided categories.
(W.3.9 begins in grade 4)
Range of Writing
CCSS.ELA-Literacy.W.3.10 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.
Conventions of Standard English
CCSS.ELA-Literacy.L.3 Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
o CCSS.ELA-Literacy.L.3.1a Explain the function of nouns, pronouns, verbs, adjectives,
and adverbs in general and their functions in particular sentences.
o CCSS.ELA-Literacy.L.3.1b Form and use regular and irregular plural nouns.
o CCSS.ELA-Literacy.L.3.1c Use abstract nouns (e.g., childhood).
o CCSS.ELA-Literacy.L.3.1d Form and use regular and irregular verbs.
o CCSS.ELA-Literacy.L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk)
verb tenses.
o CCSS.ELA-Literacy.L.3.1f Ensure subject-verb and pronoun-antecedent agreement.*
o CCSS.ELA-Literacy.L.3.1g Form and use comparative and superlative adjectives and
adverbs, and choose between them depending on what is to be modified.
o CCSS.ELA-Literacy.L.3.1h Use coordinating and subordinating conjunctions.
o CCSS.ELA-Literacy.L.3.1i Produce simple, compound, and complex sentences.
CCSS.ELA-Literacy.L.3.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
o CCSS.ELA-Literacy.L.3.2a Capitalize appropriate words in titles.
o CCSS.ELA-Literacy.L.3.2b Use commas in addresses.
o CCSS.ELA-Literacy.L.3.2c Use commas and quotation marks in dialogue.
o CCSS.ELA-Literacy.L.3.2d Form and use possessives.
o CCSS.ELA-Literacy.L.3.2e Use conventional spelling for high-frequency and other
studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
o CCSS.ELA-Literacy.L.3.2f Use spelling patterns and generalizations (e.g., word families,
position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
o CCSS.ELA-Literacy.L.3.2g Consult reference materials, including beginning dictionaries,
as needed to check and correct spellings.
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Knowledge of Language
CCSS.ELA-Literacy.L.3.3 Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
o CCSS.ELA-Literacy.L.3.3a Choose words and phrases for effect.*
o CCSS.ELA-Literacy.L.3.3b Recognize and observe differences between the conventions
of spoken and written standard English.
Vocabulary Acquisition and Use
CCSS.ELA-Literacy.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning
word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
o CCSS.ELA-Literacy.L.3.4a Use sentence-level context as a clue to the meaning of a
word or phrase.
o CCSS.ELA-Literacy.L.3.4b Determine the meaning of the new word formed when a
known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable,
care/careless, heat/preheat).
o CCSS.ELA-Literacy.L.3.4c Use a known root word as a clue to the meaning of an
unknown word with the same root (e.g., company, companion).
o CCSS.ELA-Literacy.L.3.4d Use glossaries or beginning dictionaries, both print and
digital, to determine or clarify the precise meaning of key words and phrases.
CCSS.ELA-Literacy.L.3.5 Demonstrate understanding of figurative language, word relationships
and nuances in word meanings.
o CCSS.ELA-Literacy.L.3.5a Distinguish the literal and nonliteral meanings of words and
phrases in context (e.g., take steps).
o CCSS.ELA-Literacy.L.3.5b Identify real-life connections between words and their use
(e.g., describe people who are friendly or helpful).
o CCSS.ELA-Literacy.L.3.5c Distinguish shades of meaning among related words that
describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
CCSS.ELA-Literacy.L.3.6 Acquire and use accurately grade-appropriate conversational, general
academic, and domain-specific words and phrases, including those that signal spatial and temporal
relationships (e.g., After dinner that night we went looking for them).
Phonics and Word Recognition
CCSS.ELA-Literacy.RF.4.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
o CCSS.ELA-Literacy.RF.4.3a Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately
unfamiliar multisyllabic words in context and out of context.
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Fluency
CCSS.ELA-Literacy.RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
o CCSS.ELA-Literacy.RF.4.4a Read grade-level text with purpose and understanding.
o CCSS.ELA-Literacy.RF.4.4b Read grade-level prose and poetry orally with accuracy,
appropriate rate, and expression on successive readings.
o CCSS.ELA-Literacy.RF.4.4c Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
Text Types and Purposes
CCSS.ELA-Literacy.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with
reasons and information.
o CCSS.ELA-Literacy.W.4.1a Introduce a topic or text clearly, state an opinion, and create
an organizational structure in which related ideas are grouped to support the writer’s purpose.
o CCSS.ELA-Literacy.W.4.1b Provide reasons that are supported by facts and details.
o CCSS.ELA-Literacy.W.4.1c Link opinion and reasons using words and phrases (e.g., for
instance, in order to, in addition).
o CCSS.ELA-Literacy.W.4.1d Provide a concluding statement or section related to the
opinion presented.
CCSS.ELA-Literacy.W.4.2 Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
o CCSS.ELA-Literacy.W.4.2a Introduce a topic clearly and group related information in
paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to
aiding comprehension.
o CCSS.ELA-Literacy.W.4.2b Develop the topic with facts, definitions, concrete details,
quotations, or other information and examples related to the topic.
o CCSS.ELA-Literacy.W.4.2c Link ideas within categories of information using words and
phrases (e.g., another, for example, also, because).
o CCSS.ELA-Literacy.W.4.2d Use precise language and domain-specific vocabulary to
inform about or explain the topic.
o CCSS.ELA-Literacy.W.4.2e Provide a concluding statement or section related to the
information or explanation presented.
CCSS.ELA-Literacy.W.4.3 Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
o CCSS.ELA-Literacy.W.4.3a Orient the reader by establishing a situation and introducing
a narrator and/or characters; organize an event sequence that unfolds naturally.
o CCSS.ELA-Literacy.W.4.3b Use dialogue and description to develop experiences and
events or show the responses of characters to situations.
o CCSS.ELA-Literacy.W.4.3c Use a variety of transitional words and phrases to manage
the sequence of events.
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o CCSS.ELA-Literacy.W.4.3d Use concrete words and phrases and sensory details to
convey experiences and events precisely.
o CCSS.ELA-Literacy.W.4.3e Provide a conclusion that follows from the narrated
experiences or events.
Production and Distribution of Writing
CCSS.ELA-Literacy.W.4.4 Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1–3 above.)
CCSS.ELA-Literacy.W.4.5 With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing. (Editing for conventions should
demonstrate command of Language standards 1-3 up to and including grade 4 here.)
CCSS.ELA-Literacy.W.4.6 With some guidance and support from adults, use technology,
including the Internet, to produce and publish writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
Research to Build and Present Knowledge
CCSS.ELA-Literacy.W.4.7 Conduct short research projects that build knowledge through
investigation of different aspects of a topic.
CCSS.ELA-Literacy.W.4.8 Recall relevant information from experiences or gather relevant
information from print and digital sources; take notes and categorize information, and provide a list of
sources.
CCSS.ELA-Literacy.W.4.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
o CCSS.ELA-Literacy.W.4.9a Apply grade 4 Reading standards to literature (e.g.,
“Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text
[e.g., a character’s thoughts, words, or actions].”).
o CCSS.ELA-Literacy.W.4.9b Apply grade 4 Reading standards to informational texts (e.g.,
“Explain how an author uses reasons and evidence to support particular points in a text”).
Range of Writing
CCSS.ELA-Literacy.W.4.10 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.
Conventions of Standard English
CCSS.ELA-Literacy.L.4.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
o CCSS.ELA-Literacy.L.4.1a Use relative pronouns (who, whose, whom, which, that) and
relative adverbs (where, when, why).
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o CCSS.ELA-Literacy.L.4.1b Form and use the progressive (e.g., I was walking; I am
walking; I will be walking) verb tenses.
o CCSS.ELA-Literacy.L.4.1c Use modal auxiliaries (e.g., can, may, must) to convey various
conditions.
o CCSS.ELA-Literacy.L.4.1d Order adjectives within sentences according to conventional
patterns (e.g., a small red bag rather than a red small bag).
o CCSS.ELA-Literacy.L.4.1e Form and use prepositional phrases.
o CCSS.ELA-Literacy.L.4.1f Produce complete sentences, recognizing and correcting
inappropriate fragments and run-ons.*
o CCSS.ELA-Literacy.L.4.1g Correctly use frequently confused words (e.g., to, too, two;
there, their).*
CCSS.ELA-Literacy.L.4.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
o CCSS.ELA-Literacy.L.4.2a Use correct capitalization.
o CCSS.ELA-Literacy.L.4.2b Use commas and quotation marks to mark direct speech and
quotations from a text.
o CCSS.ELA-Literacy.L.4.2c Use a comma before a coordinating conjunction in a
compound sentence.
o CCSS.ELA-Literacy.L.4.2d Spell grade-appropriate words correctly, consulting
references as needed.
Knowledge of Language
CCSS.ELA-Literacy.L.4.3 Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
o CCSS.ELA-Literacy.L.4.3a Choose words and phrases to convey ideas precisely.*
o CCSS.ELA-Literacy.L.4.3b Choose punctuation for effect.*
o CCSS.ELA-Literacy.L.4.3c Differentiate between contexts that call for formal English
(e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group
discussion).
Vocabulary Acquisition and Use
CCSS.ELA-Literacy.L.4.4 Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
o CCSS.ELA-Literacy.L.4.4a Use context (e.g., definitions, examples, or restatements in
text) as a clue to the meaning of a word or phrase.
o CCSS.ELA-Literacy.L.4.4b Use common, grade-appropriate Greek and Latin affixes and
roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
o CCSS.ELA-Literacy.L.4.4c Consult reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning
of key words and phrases.
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CCSS.ELA-Literacy.L.4.5 Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
o CCSS.ELA-Literacy.L.4.5a Explain the meaning of simple similes and metaphors (e.g.,
as pretty as a picture) in context.
o CCSS.ELA-Literacy.L.4.5b Recognize and explain the meaning of common idioms,
adages, and proverbs.
o CCSS.ELA-Literacy.L.4.5c Demonstrate understanding of words by relating them to their
opposites (antonyms) and to words with similar but not identical meanings (synonyms).
CCSS.ELA-Literacy.L.4.6 Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases, including those that signal precise actions, emotions, or states of
being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife,
conservation, and endangered when discussing animal preservation).
Conventions of Standard English:
CCSS.ELA-LITERACY.L.5.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.5.1.A
Explain the function of conjunctions, prepositions, and interjections in general and their function in particular
sentences.
CCSS.ELA-LITERACY.L.5.1.B
Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
CCSS.ELA-LITERACY.L.5.1.C
Use verb tense to convey various times, sequences, states, and conditions.
CCSS.ELA-LITERACY.L.5.1.D
Recognize and correct inappropriate shifts in verb tense.*
CCSS.ELA-LITERACY.L.5.1.E
Use correlative conjunctions (e.g., either/or, neither/nor).
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CCSS.ELA-LITERACY.L.5.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
CCSS.ELA-LITERACY.L.5.2.A
Use punctuation to separate items in a series.*
CCSS.ELA-LITERACY.L.5.2.B
Use a comma to separate an introductory element from the rest of the sentence.
CCSS.ELA-LITERACY.L.5.2.C
Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the
sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?).
CCSS.ELA-LITERACY.L.5.2.D
Use underlining, quotation marks, or italics to indicate titles of works.
CCSS.ELA-LITERACY.L.5.2.E
Spell grade-appropriate words correctly, consulting references as needed.
Knowledge of Language:
CCSS.ELA-LITERACY.L.5.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-LITERACY.L.5.3.A
Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
CCSS.ELA-LITERACY.L.5.3.B
Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
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Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.L.5.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading
and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.L.5.4.A
Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.L.5.4.B
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word
(e.g., photograph, photosynthesis).
CCSS.ELA-LITERACY.L.5.4.C
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation and determine or clarify the precise meaning of key words and phrases.
CCSS.ELA-LITERACY.L.5.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.L.5.5.A
Interpret figurative language, including similes and metaphors, in context.
CCSS.ELA-LITERACY.L.5.5.B
Recognize and explain the meaning of common idioms, adages, and proverbs.
CCSS.ELA-LITERACY.L.5.5.C
Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of
the words.
CCSS.ELA-LITERACY.L.5.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including
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those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly,
moreover, in addition).
Essential Standards can be found at:
http://www.ncpublicschools.org/acre/
standards/new-standards/
Website Resources:
Additional resources can be found at the following websites:
Stopwatch.com
P21.org
World Savvy.org
Si2013.ncdpi.wikispaces.
net
Si2013.ncdpi.wikispaces.net/Gl
obal+Awareness+Resources
NORTH CAROLINA STATE BOARD OF EDUCATION
Policy Manual
Policy Identification
Priority: Twenty-first Century Professionals
Category: Licensure
Policy ID Number: TCP-A-004
Policy Title: Policies on the Beginning Teacher Support Program
Current Policy Date: 11/04/2010
Other Historical Information: Previous Board dates: 03/05/1998, 11/05/1998, 06/11/2003,
2/5/2004, 01/05/2006, 08/04/2006
Statutory Reference:
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105
Administrative Procedures Act (APA) Reference Number and Category:
*** Begin Policy *** (Do not tamper with this line)
I. POLICIES ON THE BEGINNING TEACHER SUPPORT PROGRAM
a) 4.00 Induction Requirements
Initial (Standard Professional 1) licenses are issued to teachers with fewer than three years of appropriate teaching experience (normally considered to be public school experience) in their initial licensure area. All teachers who hold initial (Standard Professional 1) licenses after
January 1, 1998, are required to participate in a three year induction period with a formal orientation, mentor support, observations and evaluation
prior to the recommendation for continuing (Standard Professional 2) licensure.
Teachers with three or more years of appropriate experience (as determined by the Licensure
Section) are not required to participate in the Beginning Teacher Support Program, nor are
student service personnel (e.g., media coordinators, counselors), administrators, and curriculum-
instructional specialists. Employers may request an exemption from the Beginning Teacher
Support Program for teachers with equivalent non-public experience. It is the responsibility of
the employer requesting the exemption to verify experience.
Completion of the Beginning Teacher Support Program requirements in one teaching area
satisfies the Beginning Teacher Support Program requirement for all other teaching areas. Once
a continuing license has been earned in one teaching area, additional teaching areas do not
require a Beginning Teacher Support Program experience.
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4.10 Assignment/Experience Requirements
It is expected that beginning teachers be assigned in their area of licensure. Three years of
teaching experience, of at least six months each, are required in the Beginning Teacher Support
Program.
4.20 Beginning Teacher Professional Development Plan
Each beginning teacher is required to develop a Professional Development Plan in collaboration
with his/her principal (or the principal's designee) and mentor teacher. The plan is to be based
on the North Carolina Professional Teaching Standards, and must include goals, strategies, and
assessment of the beginning teacher's progress in improving professional skills. In developing
the plan, the beginning teacher, principal (or designee), and mentor teacher should begin with an
assessment of the beginning teacher's knowledge, dispositions, and performances. Throughout
the year, formative assessment conferences should be held to reflect on the progress of the
beginning teacher in meeting the goals established for professional growth. The plan should be
updated on an annual basis, each year of the Beginning Teacher Support Program. Professional
Development Plans will be audited as part of the Title II monitoring process.
4.30 Optimum Working Conditions for Beginning Teachers
To ensure that beginning teachers have the opportunity to develop into capable teachers, the
following working conditions are strongly recommended:
assignment in the area of licensure;
mentor assigned early, in the licensure area, and in close proximity;
orientation that includes state, district, and school expectations;
limited preparations;
limited non-instructional duties;
limited number of exceptional or difficult students; and
no extracurricular assignments unless requested in writing by the beginning teacher.
The term “non-instructional duties” refers to those that are not directly involved with the
instructional program or the implementation of the standard course of study, but that all teachers
are expected to do. Examples would be bus duty, lunch duty, and hall duty. The term
“extracurricular activities” refers to those activities performed by a teacher involving students
that are outside the regular school day and not directly related to the instructional program.
4.40 Orientation
Orientation must be aligned according to the Mentor Program Standards
Each beginning teacher must be provided an orientation. This orientation should be conducted
prior to the arrival of students. If the teacher is employed during the school year, the orientation
should be conducted within the first ten days of employment. At a minimum, the orientation
should provide the beginning teacher with an overview of the school’s/system’s goals, policies,
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107
and procedures; a description of available services and training opportunities; the Beginning
Teacher Support Program and the process for achieving a Standard Professional 2 (continuing)
license; the North Carolina Teacher Evaluation Process; the NC Standard Course of Study; local
curriculum guides; the safe and appropriate use of seclusion and restraint of students; the State's
ABC's Program; and the State Board of Education's Mission and Goals.
4.50 Mentor Assignment/Guidelines for Mentor Teacher Selection
The Mentor Assignment/Guidelines shall follow the Standards for Beginning Teacher Support
Programs: Standard 2: Mentor Selection, Development and Support.
4.55 Mentor Training
Local school systems are responsible for providing training and support for mentor teachers.
Systems may choose to use programs developed by the Department of Public Instruction, use
other programs (e.g., Teacher Academy), or develop programs of their own. Mentors need the
knowledge, skills, and attitudes to be effective instructional coaches, emotional supports, and
organizational guides to those entering the profession. Standards for Mentor Training are
attached to this policy.
4.60 Observations/Evaluation
In compliance with the Excellent Schools Act and subsequently GS 115C-333, each beginning teacher shall be observed at least three times
annually by a qualified school administrator or a designee and at least once annually by a teacher, and shall be evaluated at least once annually by
a qualified school administrator. Each observation must last for at least one continuous period of instructional time and must be followed by a post-conference. All persons who observe teachers must be appropriately trained. The required observations must be appropriately spaced
throughout the school year. The Beginning Teacher Support Program Plan must specify the role of the beginning teacher's assigned mentor in the
observations.
4.80 Beginning Teacher Support Program Timetable
Year 1
The beginning teacher:
is assigned a mentor
is provided an orientation
develops a Professional Development Plan
completes any professional development required/prescribed by the LEA
is observed at least four times culminating with a summative evaluation
Year 2
The beginning teacher:
continues to have a mentor teacher
updates the Professional Development Plan
completes any professional development required/prescribed by the LEA
is observed at least four times culminating with a summative evaluation
Year 3
The beginning teacher:
continues to have a mentor teacher
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updates Professional Development Plan
completes any professional development required/prescribed by the LEA
is observed at least four times culminating with a summative evaluation
4.90 Conversion Process
Each May, through an automated process, the Licensure Section converts from initial (Standard
Professional 1) to continuing (Standard Professional 2) the licenses of those teachers who are
employed in LEAs and who may be eligible for conversion. The official designated by the LEA
in its approved Beginning Teacher Support Program plan is responsible for approving the
acceptance of the continuing license issued through this process. If a teacher has not taught three
years, or if the designated official has knowledge of any reason related to conduct or character to
deny the individual teacher a continuing license, then the automatic conversion license cannot be
accepted. Forms indicating the denial of a continuing license must be returned to the Licensure
Section immediately.
When teachers employed in charter schools or non-public institutions with approved Beginning
Teacher Support Programs, or teachers employed in LEAs and completing alternative routes to
licensure (e.g., lateral entry, provisional licensure, etc.) successfully fulfill the Beginning
Teacher Support Program requirements, the employer must submit a recommendation for a
Standard Professional 2 license for it to be granted. A principal must rate a probationary teacher
“as proficient” on all five NC Professional Teaching Standards on the most recent Teacher
Summary Rating Form before recommending a teacher for a Standard Professional 2 license.
B. 4.100 Due Process Licensing is a state decision and cannot be appealed at the local level. Any teacher not recommended for conversion from an initial (Standard
Professional 1) license to a continuing (Standard Professional 2) license may have that action reviewed by filing a contested case petition in accordance with Article 3 of Chapter 150B of the General Statutes. Except when the denial is based on reasons of conduct or character, as an
alternative, the teacher may affiliate with an IHE with an approved teacher education program and complete a program of study as prescribed by
the IHE to address identified deficiencies. After the prescribed program is successfully completed, the IHE must recommend the person for another initial (Standard Professional 1) license. The teacher is then required to complete another Beginning Teacher Support Program when
employed. Local boards of education are responsible for explaining appeal rights to teachers not qualifying for continuing licensure when
employed.
4.120 Beginning Teacher Support Program Plans
Each LEA must develop an annual plan and provide a comprehensive program for beginning
teachers. This plan must meet the Beginning Teacher Support Program Standards. Plans must
demonstrate that the Beginning Teacher Support Program is proficient on each standard and
element. The Beginning Teacher Support Program is aligned to the standards and assessed
according to the continuum.
This plan must be approved by the local board of education. Charter schools and non-public
institutions that have a state-approved plan to administer the licensure renewal program shall
submit a Beginning Teacher Support Program Plan to the SBE for approval. The plans must:
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(1) describe adequate provisions for efficient management of the program.
(2) designate, at the local level, an official to verify eligibility of beginning teachers for a
continuing license.
(3) provide for a formal orientation for beginning teachers which includes a description of
available services, training opportunities, the teacher evaluation process, and the process
for achieving a continuing license.
(4) address compliance with the optimum working conditions for beginning teachers
identified by the SBE.
(5) address compliance with the mentor selection, assignment, and training guidelines
identified by the SBE.
(6) provide for the involvement of the principal or the principal's designee in supporting the
beginning teacher.
(7) provide for a minimum of 4 observations per year in accordance GS 115C-333, using the
instruments adopted by the SBE for such purposes. The plan must address the
appropriate spacing of observations throughout the year, and specify a date by which the
annual summative evaluation is to be completed.
(8) provide for the preparation of a Professional Development Plan (PDP) by each beginning
teacher in collaboration with the principal or the principal's designee, and the mentor
teacher.
(9) provide for a formal means of identifying and delivering services and technical assistance
needed by beginning teachers.
(10) provide for the maintenance of a cumulative beginning teacher file that contains the
PDP and evaluation report(s).
(11) provide for the timely transfer of the cumulative beginning teacher file to successive
employing LEAs, charter schools, or non-public institutions within the state upon the
authorization of the beginning teacher.
(12) describe a plan for the systematic evaluation of the Beginning Teacher Support Program
to assure program quality, effectiveness, and efficient management.
(13) document that the local board of education has adopted the LEA plan, or that the charter
school or non-public institution plan has been approved by the SBE.
The plan must be on file for review at the LEA, charter school, or non-public institution.
4.130 Beginning Teacher Support Program Annual Reports Annual Peer Review and
Process and Five Year Formal Review Reports
Each LEA, charter school, or non-public institution with an approved Beginning Teacher
Support Program plan must submit an annual report on its Beginning Teacher Support Program
to the Department of Public Instruction by October 1 that includes evidence of demonstrated
proficiency on the Beginning Teacher Support Program Standards and of mentor success in
meeting Mentor Standards. The format of the report follows.
Every fifth year the Department of Public Instruction will formally review Beginning Teacher
Support Programs to review evidence and verify that program proficiency is demonstrated on all
Beginning Teacher Support Program Standards. The monitoring team should report any
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standards and key elements where programs are not deemed at least proficient to the Department
of Public Instruction. Programs that are rated developing on the standards continuum should be
put on an improvement plan and reviewed more frequently to ensure that all beginning teachers
are supported.
In order to assist LEAs in progressing along the Beginning Teacher Support Program continuum
to provide the highest quality support to beginning teachers, LEAs will participate in
implementing a regionally-based annual peer review and support system.
Beginning Teacher / Lateral Entry Turnover Report
LEA: School Year: Individual Submitting Report: Date:
Number of Beginning Teachers
1st
Year 2nd
Year 3rd
Year
TE LE TE LE TE LE
Number of Beginning Teachers Not Returning to LEA
Of those not returning, how many
Tu
rno
ver
Init
iate
d b
y
LE
A
Non-renewal (probationary contract ended)
Interim contract ended--not rehired
Resigned in lieu of dismissal
Dismissed
Tu
rno
ver
Beyo
nd
Co
ntr
ol Reduction in Force
Resigned due to family responsibilities/childcare
Resigned due to family relocation
Resigned due to military orders
Resigned due to health/disability
Resigned to continue education
Did not obtain or maintain license
Deceased
Tu
rno
ver
that
Mig
ht
be
Red
uced
at
the
LE
A/S
tate
Level
Resigned to teach in another NC LEA
Resigned to teach in a NC Charter School
Resigned to teach in a NC non-public/private school
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Resigned to teach in another state
Dissatisfied with teaching or career change
Resigned for other reasons
Resigned for unknown reasons
Oth
er
Moved to a non-teaching position in education
Please specify: Any additional information that you would like to provide.
Data Related to Lateral Entry Teachers
1. Of the new lateral entry teachers employed by your system this year, what percent (approximately) were employed for each of the following reasons:
a. exceptional expertise in the license area
b. licensed applicants were not interested in the position
c. licensed applicants did not appear to be a good match for the position
d. no appropriately licensed teachers were available
e. other (please specify)
2. Of the new lateral entry teachers employed by your system this year, what percent (approximately)
were employed prior to the start of the school year?
3. Which of the following programs/services did you provide your lateral entry teachers:
a. assigned a mentor in the same license area b. assigned a mentor prior to the first day of employment c. provided additional assistance during the two-week orientation period d. employed a full-time mentor for lateral entry teachers e. held monthly meetings especially for lateral entry teachers f. provided focused professional development for lateral entry teachers throughout the
school year g. assisted lateral entry teachers in having their transcripts reviewed and programs of study
prescribed h. assisted lateral entry teachers in locating classes i. provided tuition assistance for required coursework j. sponsored Praxis II preparation workshops k. Paid for the Praxis II exam(s)
l. Other (please specify)
4. Did your lateral entry teachers encounter difficulty with any of the following:
a. classroom management yes no b. implementing school policies yes no c. instructional delivery yes no d. differentiated instruction yes no e. understanding child development yes no f. finding needed coursework yes no g. availability of needed coursework yes no h. having their transcripts reviewed yes no i. passing Praxis II yes no j. understanding licensure requirements yes no k. complying with licensure requirements yes no
l. Other (please specify)
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5. From the areas identified in #4, please list the top 3 (from a central office/system-wide perspective) and briefly describe your efforts to support the lateral entry teacher in the area.
Area of Difficulty LEA Efforts to Assist Lateral Entry Teachers in this area.
#1
#2
#3
6. From the areas identified in #4, please list the top 3 (from a principal/school level perspective) and
briefly describe your efforts to support the lateral entry teacher in the area.
Area of Difficulty LEA Efforts to Assist Lateral Entry Teachers in this area.
#1
#2
#3
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North Carolina Mentor Standards Overview
Standard 1: Mentors Support Beginning Teachers to Demonstrate Leadership – Mentors utilize effective communication skills to establish quality professional and confidential relationships with beginning teachers to impart knowledge of ethical standards, instructional best practice, and leadership opportunities. Key elements of the standard include building trusting relationships and coaching, promoting leadership, facilitating communication and collaboration, sharing best practices, imparting ethical standards and advocating for beginning teachers and their students. Standard 2: Mentors Support Beginning Teachers to Establish a Respectful Environment for a Diverse Population of Students – Mentors support beginning teachers to develop strong relationships with all learners, their parents or guardians, and the community through reflective practice on issues of equity and diversity. Key elements of the standard include supporting relationships with students, families, peers and the community, honoring and respecting diversity, creating classroom environments that optimize learning, and reaching students of all learning needs. Standard 3: Mentors Support Beginning Teachers to Know the Content They Teach – Mentors have strong knowledge of the North Carolina Standard Course of Study (NCSCOS) and 21st century goals and assist beginning teachers in the utilization of these tools to promote student achievement. Key elements of the standard include imparting and utilizing the NCSCOS and 21st century goals into beginning teacher practice. Standard 4: Mentors Support Beginning Teachers to Facilitate Learning for Their Students: Mentors support beginning teachers in their understanding and use of student assessment tools to drive student achievement. Mentors also support beginning teachers to understand their professional licensure obligations and pursue professional growth. Key elements of the standard include developing and improving instructional and professional practice and understanding and analyzing student assessment data. Standard 5: Mentors Support Beginning Teachers to Reflect on Their Practice - Mentors continually work on improving their mentoring and observation skills to improve their effectiveness with beginning teacher support. Key elements of the standard include allocating and using time with beginning teachers, developing reflective practitioners and gathering data on beginning teacher practice.
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Mentor Standard 1: Mentors support beginning teachers to demonstrate leadership. 1a Trusting Relationship and Coaching
o Mentors establish and maintain confidential relationships with beginning teachers.
o Mentors develop a range of coaching skills to support beginning teachers. o Mentors adapt their use of coaching skills and strategies to effectively support
beginning teachers. 1b Leadership
o Mentors ensure that beginning teachers are aware of leadership opportunities. o Mentors encourage and support beginning teachers to engage in leadership at
the school and district levels. o Mentors guide beginning teacher’s reflection on leadership experiences to
promote leadership development. 1c Communication and Collaboration
o Mentors utilize effective communication skills with beginning teachers. o Mentors support beginning teachers to develop effective communication skills in
collaborative interactions with colleagues and administration. o Mentors support beginning teachers to engage in collaborative dialogue to
improve professional practice and school effectiveness. 1d Best Practices
o Mentors possess knowledge of best practices with a primary focus on student learning.
o Mentors provide resources for and modeling of best practices for beginning teachers.
o Mentors support beginning teachers’ implementation of best practices. 1e Ethical Standards
o Mentors are knowledgeable about the ethical and professional standards. o Mentors demonstrate ethical and professional behavior in interactions with
beginning teachers, staff, administration, community members and students. o Mentors initiate collaborative dialogue with beginning teachers regarding ethical
and professional behavior 1f Advocacy for Beginning Teachers and Students
o Mentors advocate for beginning teachers to ensure they have appropriate instructional resources and supportive working conditions.
o Mentors coach beginning teachers on methods of advocacy for themselves and their students.
o Mentors advocate for initiatives and policies to improve education for all students and promote positive change practices.
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Mentor Standard 2: Mentors support beginning teachers to establish a respectful environment for a diverse population of students. 2a Relationships with Students
o Mentors support beginning teachers to be aware of the importance of building strong relationships with their students and share ways to get to know them.
o Mentors provide beginning teachers with strategies and methods to communicate effectively with students in a variety of settings and situations.
o Mentors collaborate with beginning teachers to assess the effectiveness of communications and interactions with students and their impact on relationships and learning.
2b Relationships with Families
o Mentors support beginning teachers to develop relationships with families and significant adults in the lives of their students
o Mentors collaborate with beginning teachers to design and implement effective ways of connecting and communicating with parents and guardians in formal and informal settings.
o Mentors facilitate the beginning teacher’s development of methods to support inclusion of families in the on-going process of identifying and improving student achievement.
2c Relationships at School and in Community
o Mentors assist beginning teachers in learning about the context of the school and community.
o Mentors support beginning teachers to meet and engage with school colleagues and partners in the community.
o Mentors support beginning teachers to develop activities that foster positive collaboration between school and community.
2d Honor and Respect for Diversity
o Mentors support beginning teachers to know the cultural, ethnic, gender and socioeconomic characteristics of their classroom, the school and the community.
o Mentors collaborate with beginning teachers to expand self-awareness regarding issues of diversity as they impact teaching and learning.
o Mentors support beginning teachers to expand their awareness of culturally inclusive practices and to include them in planning, implementing, and reflecting on lessons.
2e Classroom Environments that Optimize Learning
o Mentors possess a broad knowledge of systems and techniques for classroom management.
o Mentors support beginning teachers in developing effective designs for classroom management to create and maintain a respectful inviting classroom community.
o Mentors support beginning teachers to better understand the specific behaviors of their students and ways to adjust strategies to meet student needs and maintain engagement in learning.
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2f Reaching Students of all Learning Needs
o Mentors engage in dialogue with beginning teachers regarding the individual learning needs of their students and corresponding labels that might be assigned to them.
o Mentors support beginning teachers’ understandings of diversity and appropriate instructional strategies to meet individual learning needs.
o Mentors collaborate with beginning teachers to implement and assess differentiated lessons designed to meet learning needs and promote student success.
Mentor Standard 3: Mentors support beginning teachers to know the content they teach. 3a NCSCOS and 21st Century Goals
o Mentors demonstrate strong knowledge of NCSCOS for own grade levels/subjects and support beginning teachers to become knowledgeable of NCSCOS for their grade levels/subjects.
o Mentors demonstrate vertical alignment of NCSCOS so can understand where came from
o Mentors support beginning teachers to design lessons that integrate 21st century goals and skill development with NCSCOS and to reflect on implementation.
o Mentors support beginning teachers’ participation in professional learning communities focused on full implementation of NCSCOS and achievement of 21st century goals.
3b Content and Curriculum
o Mentors ensure that beginning teachers receive necessary NCSCOS and state/district curriculum resources.
o Mentors assist beginning teachers in the use and implementation of NCSCOS and required curriculum.
o Mentors collaborate with beginning teachers to develop standards-based short and long term curriculum plans that show application of content and connections to the lives of students.
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Mentor Standard 4: Mentors support beginning teachers to facilitate learning for their students. 4a Instructional Practice
o Mentors support the planning, implementation and assessment efforts of beginning teachers.
o Mentors collaborate with beginning teachers to improve instruction and learning. o Mentors provide additional assistance and professional development to
beginning teachers in areas of need. 4b Professional Practice
o Mentors ensure that beginning teachers are fully aware of professional licensure requirements.
o Mentors model behaviors that demonstrate professional practice and support beginning teachers to pursue professional growth and to maintain professional practice.
o Mentors facilitate on-going dialogue with beginning teachers to reflect on and enhance professional practice.
4c Student Assessment
o Mentors support beginning teachers to have and use required student assessments.
o Mentors assist beginning teachers in the analysis of student assessment data from a variety of sources and to make adjustments in instructional delivery based on results.
o Mentors support beginning teachers to design and use student assessment tools to inform the planning of differentiated lessons that are responsive to identified student needs.
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Mentor Standard 5: Mentors support beginning teachers to reflect on their practice. 5a Allocation and Use of Time with Beginning Teachers
o Mentors initiate making connections with beginning teachers and learning about their needs before or near the start of school or at the time of hire if later in the year.
o Mentors support beginning teachers to attend a program orientation and support clarification of program information.
o Mentors meet regularly with beginning teachers and focus their efforts on effective coaching and time management to meet individual needs.
5b Reflective Practice
o Mentors become highly skilled in the use of instructive, collaborative and facilitative approaches to coaching.
o Mentors support beginning teachers to reflect on practice and self identify their instructional strengths and challenges.
o Mentors collaborate with beginning teachers in the on-going improvement of teaching and learning through reflection.
5c Mentor Data Collection
o Mentors observe in beginning teachers’ classrooms to gather data and reflect on instructional practice.
o Mentors expand their repertoire of observation tools to be responsive to the needs and interests of beginning teachers.
o Mentors collaborate with beginning teachers to select a focus for data collection, to reflect on results, and plan next steps.
Beginning Teacher Support Program Standards
Overview Standard 1: Systematic Support for High Quality Induction Programs – This standard is designed to promote the commitment of all stakeholders in seeing mentoring and induction programs succeed. Key program elements include the creation of an institutional plan, demonstrating institutional commitment and support and principal engagement. Standard 2: Mentor Selection, Development, and Support – This standard articulates the process and criteria for mentor selection, discusses mentor roles and responsibilities, and delineates foundational mentor training. Key program elements include mentor selection, defining the role of mentors and mentor professional development.
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Standard 3: Mentoring for Instructional Excellence – Mentors are given protected time to provide beginning teachers with support to achieve success in the areas set forth by the North Carolina Professional Teaching Standards. Key program elements include providing time for mentors and beginning teachers, ensuring mentoring is focused on instruction and addresses issues of diversity. Standard 4: Beginning Teacher Professional Development: Professional development is provided to beginning teachers that orients them to their new career and supports their efforts to meet the North Carolina Professional Teaching Standards. Key program elements include structured orientation to school site and professional development designed to meet the unique needs of beginning teachers and aligned with the North Carolina Professional Teaching Standards and the North Carolina Teacher Evaluation System. Standard 5: Formative Assessment of Candidates and Programs – New teachers and mentoring programs are monitored and supported using a formative assessment system to guide their work. Key program elements include formative assessment systems and program evaluation.
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Standard 1: Systemic Support for High Quality Induction Programs The commitment of all stakeholders, beginning teachers, mentors, faculty members, school level administrators, district-level administrators, school boards, State Boards of Education, Department of Public Instruction, post-secondary education institutions, professional organizations to the effectiveness, sustainability, and success of the mentoring and induction program is felt system-wide. Stakeholders foster a climate that values the support of beginning teachers through mentoring and induction and promote conditions for high quality mentoring and induction by evaluating, designing, and revising related policy and practices. Stakeholders support ongoing program improvement and accountability through multiple processes including data analysis and program review. The leadership of the principal is instrumental in ensuring the success of mentoring and induction program at the site level. Principals establish and maintain a positive school environment that supports mentor-beginning teacher interactions and targeted professional development. Principals provide clear and consistent communication to staff regarding the role of mentor and the multiple facets of mentoring, including the essential component of confidentiality. 1a. Institutional Plan
Key Features:
Plan is approved by the Board of Education
Plan is based on State Board Policy
Plan clearly outlines responsibilities and procedures for all stakeholders 1b. Institutional Commitment and Support
Key Features:
Stakeholders acknowledge the value and importance of mentoring and induction.
Stakeholders appoint and support designated leadership for oversight of the mentoring and induction program.
Stakeholders support the creation of policies and practices that meet state mentoring-induction program standards.
Stakeholders advocate for conditions that promote high quality mentoring and induction.
Stakeholders support data collection, program improvement and program accountability.
1c. Principal Engagement
Key Features:
Principals provide positive working conditions for beginning teachers.
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Principals provide a positive context for beginning teacher work with mentor.
Principals endorse and/or support the development of a mentor role that encompasses a range of dimensions.
Principals clearly communicate mentor’s role to staff.
Principals respect the nature of the mentor’s relationship with the beginning teacher.
Standard 2: Mentor Selection, Development and Support The selection of well-qualified mentors is essential to creating mentoring and induction programs that support beginning teacher development, teacher retention and improved student learning. Selection criteria are developed through interaction and collaboration with a variety of stakeholder groups. Selection criteria are well-defined, explicit and clearly communicated to all stakeholders by program leadership. The application, interview and selection processes are transparent and uniformly implemented. The wide range of roles and responsibilities of mentors are clearly defined and broadly communicated to all staff. The initial role of mentors is to assist in the orientation of beginning teachers to the induction program and to their school. At this time mentors often provide logistical and emotional support. Throughout the year mentors work with beginning teachers during and after school to promote growth along the indicators defined in the North Carolina Professional Teaching Standards, the North Carolina Teacher Evaluation System and to ensure quality student learning. Mentors are provided a formal orientation to the induction program and foundational training in mentoring before they work with beginning teachers. Following formal training, mentors will participate in ongoing professional development and in facilitated professional learning communities of mentoring practice to refine mentoring skills, advance induction practices and improve student learning. 2a. Mentor Selection
Key Features:
Selection criteria include input from a variety of stakeholder groups.
Mentor selection criteria are clearly articulated by program leadership.
Process for mentor application and selection is transparent and uniformly applied.
2b. Mentor Role
Key Features:
Mentors support beginning teacher orientation and provide logistical and emotional support.
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Mentors focus their primary support on improving instruction and learning.
Mentors provide ongoing support and encouragement for the beginning teacher. 2c. Mentor Professional Development
Key Features:
Mentors receive initial training regarding their role as mentors and their responsibilities in the induction program.
Mentors receive ongoing training to advance their knowledge and skills.
Mentors have opportunities to participate in professional learning communities of mentoring practice.
Standard 3: Mentoring for Instructional Excellence Effective mentor-beginning teacher interactions and relationships are at the core of a successful mentoring and induction program. Program, district and site leadership collaborate to ensure that sufficient time is provided for mentors to meet with their beginning teachers to engage in the improvement of teaching and learning and induction-related activities both during and outside of school time. The North Carolina Professional Teaching Standards and the North Carolina Teacher Evaluation System is the comprehensive guide used by all teachers, mentors and beginning teachers to advance practice and student learning. Mentors are regularly present in the classrooms of beginning teachers to observe and to strategically collect data on management, instruction, and student learning. Mentors and beginning teachers collaboratively analyze observation data, develop next steps and together monitor results in an ongoing process designed to continuously improve teaching and learning. Mentors support their beginning teachers to appreciate the wide-range of assets that all students bring to the classroom through their diversity. Mentors guide beginning teachers in the development of positive, inclusive and respectful environments that support learning for a diverse student population. Mentors and beginning teachers design and implement a broad range of specific strategies designed to meet the diverse needs of their students and promote high levels of learning. 3a. Time
Key Features:
Mentors are provided time to work with beginning teachers during and outside of the school day.
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Mentors and beginning teachers have protected time to engage in required mentoring and induction-related activities.
3b. Instructional Focus
Key Features:
Mentors utilize the North Carolina Professional Teaching Standards and the North Carolina Teacher Evaluation System to guide, refine and deepen their work with beginning teachers across the full range of teaching practices.
Mentors make classroom observations to support beginning teachers in developing effective classroom management, lesson planning and instruction.
3c. Issues of Diversity
Key Features:
Mentors support beginning teachers to appreciate diversity and to create a respectful environment for a diverse population of students.
Mentors support beginning teachers to design and implement instruction that meets the diverse learning needs of students.
Standard 4: Beginning Teacher Professional Development Beginning teachers benefit most by participating in professional development that is targeted to meet their needs as novice instructors. To meet the needs of beginning teachers and promote their successful entry and engagement in the school community, principals ensure that beginning teachers receive a structured orientation and often provide a school handbook with detailed explanations of school policy and procedures. Ongoing professional development is tailored to meet the needs of beginning teachers and scheduled before the start of school or soon thereafter. Provision is made to support late hire beginning teachers to receive information provided at site and district professional development. Professional development for beginning teachers is aligned with the North Carolina Professional Teaching Standards and the North Carolina Teacher Evaluation System. 4a. Beginning Teacher Professional Development
Key Features:
Beginning teachers participate in a structured orientation to their school.
Beginning teachers participate in district-wide professional development designed for beginning teachers prior to the start of the school year or soon thereafter.
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Professional development for beginning teachers is aligned with the North Carolina Professional Teaching Standards, the North Carolina Teacher Evaluation System and takes into account the unique needs of beginning teachers.
Standard 5: Formative Assessment of Candidates and Programs The system-wide use of the North Carolina Professional Teaching Standards and the North Carolina Teacher Evaluation System provides standards-based aligned descriptions of practice and expectations for beginning teacher development. Mentors utilize the language and expectations of these foundations in the use of formative assessment tools for ongoing collaborative data collection, analysis, reflection and implementation of next steps to improve beginning teacher practice and student learning. The North Carolina Mentoring and Induction Program Standards form the basis on which individual mentoring and induction programs are assessed. District mentor program leaders and stakeholders partner to design a reliable infrastructure to support the collection, analysis and use of standards-based data to promote continuous high quality program improvement. All stakeholders work together to mediate challenges to program improvement and to advance positive impacts and successes of mentoring and induction programs. 5a. Formative Assessment
Key Features:
Mentors utilize the language and expectations in the North Carolina Professional Teaching Standards and the North Carolina Teacher Evaluation System in supporting their beginning teachers’ practice and student learning.
Mentors use formative assessment tools to gather data on classroom practice and student learning to promote and guide their work with beginning teachers.
5b. Program Evaluation
Key Features:
Infrastructure exists that assists in the collection and use of data regarding beginning teacher practice and program implementation overtime.
Program leaders and stakeholders use data to identify impacts, successes, and challenges and to inform program improvement
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Beginning Teacher Support Program
Vision for Mentoring and Induction The North Carolina Professional Teaching Standards establish a powerful vision for the roles of teachers in their classrooms and schools in the 21st century. The standards challenge teachers to:
Pursue leadership opportunities in their school, district and community
Make the content they teach engaging, relevant and meaningful to students’ lives
Teach existing core content that is revised to foster the abilities of students to think critically, problem solve and use information technology responsibly
Nurture classroom environments that help students discover how to learn, innovate, collaborate and communicate their ideas
Incorporate global awareness, civic literacy, financial literacy and health awareness in the core content areas
Utilize interdisciplinary instructional approaches and relationships with home and community in the learning process
Reflect on their practice and craft assessments that are authentic and structured and place an emphasis on the demonstration of knowledge
Develop the value of lifelong learning and the joy of encouraging their students to learn and grow
The attainment of this vision is challenging for all educators and is particularly daunting for the newest teachers in the profession. Close to twenty-five percent, over 22,000, of North Carolina’s teachers are in their first three years in the profession. Of these beginning teachers, twenty-six percent, approximately 6,000, are starting their teaching careers prior to earning a Standard Professional I license. If the beginning teachers of North Carolina are going to be able to meet the state’s professional teaching standards, impact the learning of all students in distinguished ways, choose to remain in the profession and become future master teachers, teacher leaders and skilled administrators and superintendents, then a quality induction program to support the instructional growth of beginning teachers must be in place in each of the 115 school districts in the state.
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Beginning Teacher Support Program Standards
Overview Standard 1: Systematic Support for High Quality Induction Programs – This standard is designed to promote the commitment of all stakeholders in seeing mentoring and induction programs succeed. Key program elements include the creation of an institutional plan, demonstrating institutional commitment and support and principal engagement. Standard 2: Mentor Selection, Development, and Support – This standard articulates the process and criteria for mentor selection, discusses mentor roles and responsibilities, and delineates foundational mentor training. Key program elements include mentor selection, defining the role of mentors and mentor professional development. Standard 3: Mentoring for Instructional Excellence – Mentors are given protected time to provide beginning teachers with support to achieve success in the areas set forth by the North Carolina Professional Teaching Standards. Key program elements include providing time for mentors and beginning teachers, ensuring mentoring is focused on instruction and addresses issues of diversity. Standard 4: Beginning Teacher Professional Development: Professional development is provided to beginning teachers that orients them to their new career and supports their efforts to meet the North Carolina Professional Teaching Standards. Key program elements include structured orientation to school site and professional development designed to meet the unique needs of beginning teachers and aligned with the North Carolina Professional Teaching Standards and the North Carolina Teacher Evaluation System. Standard 5: Formative Assessment of Candidates and Programs – New teachers and mentoring programs are monitored and supported using a formative assessment system to guide their work. Key program elements include formative assessment systems and program evaluation.
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Standard 1: Systemic Support for High Quality Induction Programs The commitment of all stakeholders, beginning teachers, mentors, faculty members, school level administrators, district-level administrators, school boards, State Boards of Education, Department of Public Instruction, post-secondary education institutions, professional organizations to the effectiveness, sustainability, and success of the mentoring and induction program is felt system-wide. Stakeholders foster a climate that values the support of beginning teachers through mentoring and induction and promote conditions for high quality mentoring and induction by evaluating, designing, and revising related policy and practices. Stakeholders support ongoing program improvement and accountability through multiple processes including data analysis and program review. The leadership of the principal is instrumental in ensuring the success of mentoring and induction program at the site level. Principals establish and maintain a positive school environment that supports mentor-beginning teacher interactions and targeted professional development. Principals provide clear and consistent communication to staff regarding the role of mentor and the multiple facets of mentoring, including the essential component of confidentiality. 1a. Institutional Plan
Key Features:
Plan is approved by the Board of Education
Plan is based on State Board Policy
Plan clearly outlines responsibilities and procedures for all stakeholders 1b. Institutional Commitment and Support
Key Features:
Stakeholders acknowledge the value and importance of mentoring and induction.
Stakeholders appoint and support designated leadership for oversight of the mentoring and induction program.
Stakeholders support the creation of policies and practices that meet state mentoring-induction program standards.
Stakeholders advocate for conditions that promote high quality mentoring and induction.
Stakeholders support data collection, program improvement and program accountability.
1c. Principal Engagement
Key Features:
Principals provide positive working conditions for beginning teachers.
Revised 07/11/13
Principals provide a positive context for beginning teacher work with mentor.
Principals endorse and/or support the development of a mentor role that encompasses a range of dimensions.
Principals clearly communicate mentor’s role to staff.
Principals respect the nature of the mentor’s relationship with the beginning teacher.
Standard 2: Mentor Selection, Development and Support The selection of well-qualified mentors is essential to creating mentoring and induction programs that support beginning teacher development, teacher retention and improved student learning. Selection criteria are developed through interaction and collaboration with a variety of stakeholder groups. Selection criteria are well-defined, explicit and clearly communicated to all stakeholders by program leadership. The application, interview and selection processes are transparent and uniformly implemented. The wide range of roles and responsibilities of mentors are clearly defined and broadly communicated to all staff. The initial role of mentors is to assist in the orientation of beginning teachers to the induction program and to their school. At this time mentors often provide logistical and emotional support. Throughout the year mentors work with beginning teachers during and after school to promote growth along the indicators defined in the North Carolina Professional Teaching Standards, the North Carolina Teacher Evaluation System and to ensure quality student learning. Mentors are provided a formal orientation to the induction program and foundational training in mentoring before they work with beginning teachers. Following formal training, mentors will participate in ongoing professional development and in facilitated professional learning communities of mentoring practice to refine mentoring skills, advance induction practices and improve student learning. 2a. Mentor Selection
Key Features:
Selection criteria include input from a variety of stakeholder groups.
Mentor selection criteria are clearly articulated by program leadership.
Process for mentor application and selection is transparent and uniformly applied.
2b. Mentor Role
Key Features:
Mentors support beginning teacher orientation and provide logistical and emotional support.
Mentors focus their primary support on improving instruction and learning.
Revised 07/11/13
Mentors provide ongoing support and encouragement for the beginning teacher. 2c. Mentor Professional Development
Key Features:
Mentors receive initial training regarding their role as mentors and their responsibilities in the induction program.
Mentors receive ongoing training to advance their knowledge and skills.
Mentors have opportunities to participate in professional learning communities of mentoring practice.
Revised 07/11/13
Standard 3: Mentoring for Instructional Excellence Effective mentor-beginning teacher interactions and relationships are at the core of a successful mentoring and induction program. Program, district and site leadership collaborate to ensure that sufficient time is provided for mentors to meet with their beginning teachers to engage in the improvement of teaching and learning and induction-related activities both during and outside of school time. The North Carolina Professional Teaching Standards and the North Carolina Teacher Evaluation System is the comprehensive guide used by all teachers, mentors and beginning teachers to advance practice and student learning. Mentors are regularly present in the classrooms of beginning teachers to observe and to strategically collect data on management, instruction, and student learning. Mentors and beginning teachers collaboratively analyze observation data, develop next steps and together monitor results in an ongoing process designed to continuously improve teaching and learning. Mentors support their beginning teachers to appreciate the wide-range of assets that all students bring to the classroom through their diversity. Mentors guide beginning teachers in the development of positive, inclusive and respectful environments that support learning for a diverse student population. Mentors and beginning teachers design and implement a broad range of specific strategies designed to meet the diverse needs of their students and promote high levels of learning. 3a. Time
Key Features:
Mentors are provided time to work with beginning teachers during and outside of the school day.
Mentors and beginning teachers have protected time to engage in required mentoring and induction-related activities.
3b. Instructional Focus
Key Features:
Mentors utilize the North Carolina Professional Teaching Standards and the North Carolina Teacher Evaluation System to guide, refine and deepen their work with beginning teachers across the full range of teaching practices.
Mentors make classroom observations to support beginning teachers in developing effective classroom management, lesson planning and instruction.
3c. Issues of Diversity
Key Features:
Mentors support beginning teachers to appreciate diversity and to create a respectful environment for a diverse population of students.
Revised 07/11/13
Mentors support beginning teachers to design and implement instruction that meets the diverse learning needs of students.
Revised 07/11/13
Standard 4: Beginning Teacher Professional Development Beginning teachers benefit most by participating in professional development that is targeted to meet their needs as novice instructors. To meet the needs of beginning teachers and promote their successful entry and engagement in the school community, principals ensure that beginning teachers receive a structured orientation and often provide a school handbook with detailed explanations of school policy and procedures. Ongoing professional development is tailored to meet the needs of beginning teachers and scheduled before the start of school or soon thereafter. Provision is made to support late hire beginning teachers to receive information provided at site and district professional development. Professional development for beginning teachers is aligned with the North Carolina Professional Teaching Standards and the North Carolina Teacher Evaluation System. 4a. Beginning Teacher Professional Development
Key Features:
Beginning teachers participate in a structured orientation to their school.
Beginning teachers participate in district-wide professional development designed for beginning teachers prior to the start of the school year or soon thereafter.
Professional development for beginning teachers is aligned with the North Carolina Professional Teaching Standards, the North Carolina Teacher Evaluation System and takes into account the unique needs of beginning teachers.
Revised 07/11/13
Standard 5: Formative Assessment of Candidates and Programs The system-wide use of the North Carolina Professional Teaching Standards and the North Carolina Teacher Evaluation System provides standards-based aligned descriptions of practice and expectations for beginning teacher development. Mentors utilize the language and expectations of these foundations in the use of formative assessment tools for ongoing collaborative data collection, analysis, reflection and implementation of next steps to improve beginning teacher practice and student learning. The North Carolina Mentoring and Induction Program Standards form the basis on which individual mentoring and induction programs are assessed. District mentor program leaders and stakeholders partner to design a reliable infrastructure to support the collection, analysis and use of standards-based data to promote continuous high quality program improvement. All stakeholders work together to mediate challenges to program improvement and to advance positive impacts and successes of mentoring and induction programs. 5a. Formative Assessment
Key Features:
Mentors utilize the language and expectations in the North Carolina Professional Teaching Standards and the North Carolina Teacher Evaluation System in supporting their beginning teachers’ practice and student learning.
Mentors use formative assessment tools to gather data on classroom practice and student learning to promote and guide their work with beginning teachers.
5b. Program Evaluation
Key Features:
Infrastructure exists that assists in the collection and use of data regarding beginning teacher practice and program implementation overtime.
Program leaders and stakeholders use data to identify impacts, successes, and challenges and to inform program improvement