Access to WVHS Student Information

Student Email

All students will receive an email account through the school district. It is intended as an educational tool for the students.

Here is the info your son/daughter has already received:

Your new school email address is: xxxxx@k12.ipsd.org (xxxxxx = your 5 or 7-digit ID Number) Your password is = (Your current computer password) DO NOT SHARE THIS INFO WITH OTHER STUDENTS! This is a Gmail account and can be accessed via http://www.google.com Use the sign in function on Google using the above info. This also provides access to Google Apps, which many teachers are using for various purposes in their classroom and require students to access their Google account.. If navigating from “the Beat” splash page or WVHS page it will not be necessary to add the “@k12.ipsd.org” suffix to the username. _______________________________________________ Parents can access the email account using the student login and password. Students can use this account from home or school to email themselves or teachers. Destiny – Textbook, Fees, Fines, & Book Checkout Information Waubonsie Valley Students and parents can check their student’s textbook, book checkout, fees and fines, status on the Destiny LMC web link. This link will provide one with the ability to see what textbooks are currently checked out or what materials may be outstanding/overdue. They can also renew books that have been checked out. To access this information: Parents can go the WVHS homepage, under left side navigation column, click on LMC, and then click on “Click here to check out the WVHS LMC Resources & Databases”. Login (on top right hand side) User Name = Student ID Password = Student current computer password Click on ‘My Info’ tab. At this point all textbooks that are checked out to the student will be displayed along with outstanding/overdue materials. Students can also renew books that have been checked out.

Welcome to Edline! The purpose of Edline is to:

1. Create a digital learning space for teachers and students. 2. Provide a digital space where parents can go to find classroom/teacher resources to

support their student’s learning at home.

The ability to access Edline happens as:

1. Students, who have received Activation Codes, activate their accounts. 2. Parents, who will be receiving separate codes shortly, activate their accounts. 3. The three-staged phasing of Edline is implemented.

Phase 1 (October 1) All teachers will have a classroom page with basic information.

o Technology Services will create an online database for easy retrieval of activation codes. In addition to teachers who may be handing out parent Edline activation information, the district will provide postcards with pertinent Edline activation information for parents.

Phase 2 (Ongoing Fall/Winter) Resources will be added from the district that support parental involvement for their student’s learning at home.

Phase 3 Launching Edline:

o When a teacher is ready to launch his or her classroom page, they will generate and provide activation codes to parents, or they will distribute the Edline activation postcards.

o There will be a district-wide launch sometime after winter break. Communication will be sent from the district via e-News to all parents with information on how to retrieve their activation codes online, if they have not already received them.

Your student more than likely has activated his/her account at school. If you wish to see the information before receiving a parent activation code, please see the information below:

• Once your student has activated the account, you will need his/her username & password to login.

o Because your student created his/her own username and password, he/she will need to provide you with that information.

o Unfortunately, the school cannot access that information; we can only “reset” names and passwords.

Common Core Standards in

ENGLISH LANGUAGE ARTS (ELA)In all classrooms, the focus on literacy standards includes expectations in reading, writing, speaking, and listening. If all students are to be ready for college and career by the end of high school, it is not sufficient to solely address literacy skills; we must also consider the

texts to which students apply these skills.

Key Shifts in ELA:This shift does not mean disregarding literature. The standards celebrate the role litera-ture plays in building knowledge and creativity in students. Social studies, health, music, art, business, FACS, TEE, and science courses equip students with disciplinary literacy skills needed to read and gain information from the content-specific nonfiction texts. These texts are powerful vehicles for learning content as students build skills in the careful reading of a variety of texts, such as primary documents in social studies class or descriptions of scientific observations in science class.

Content-Rich Nonfiction

Reading Grounded in Evidence

Students no longer can rely on prior knowledge and experiences to respond to questions. Quality text-based questions, unlike low-level “search and find” questions, require close reading and deep understanding of the text.

Argumentative Writing

Writing and speaking using evidence from texts to present careful analysis, well-defended claims, and clear information is the focus of argumentation. Students have vast experience sharing their opinions based on experience and prior knowledge but are challenged when asked to use facts and evidence to defend their point of view.

The ability to comprehend complex texts is the most significant factor differentiating college and career-ready from non-college and career-ready readers. Students who can predict, summarize, and infer while using text as evidence are better able to make meaning from what they read. This shift requires practice through deliberate close reading.

Complex Text

AcademicVocabulary

One of the most basic obstacles to comprehension is vocabulary. To understand complex materials, students need support in devel-oping key academic vocabulary common to those texts.

Mathematical Practice Standards Students will be able to:1. Make sense of problems and persevere in solving them;2. Reason abstractly and quantitatively;3. Construct viable arguments and critique the reasoning of others;4. Model with mathematics;5. Use 5. Use appropriate tools strategically;6. Attend to precision;7. Look for and make use of structure; and8. Look for and express regularity in repeated reasoning.

In math classrooms, the emphasis will be on the Mathematical Practice Standards as well as the Three Common Core Shifts for Mathematics.

FOCUS

COHERENCE

Alg 1 Geometry Alg 2 Trig Pre Calc

RIGORRigor is not simply harder problems or more problems; it is a balance of the following...

1.Conceptual Understanding - Move away from the answer getting (tricks/methods)

and into mathematical understanding so that students can apply their skills in any situation.

2. Procedural Skill & Fluency - The standards require that students demonstrate speed

and accuracy in calculation. Memorization of facts will continue to occur in math.

3. Application - Apply math skills to real-life situations.

This will link major topics between and within courses. By doing so, students will...

-Recognize that what is covered in Unit 1 can be used to solve new

problems in Unit 5. -See more closely how concepts fit together. -See the progression and flow of ideas from one year to the next.

It is a move away from the “mile wide, inch deep”

approach. Instead, the focus is on what the

standards are for each course and provides

students with the time they need to practice

and master concepts.

Common Core Standards in

MATHEMATICS