july 16-august 17 · 2017. 6. 1. · elves and the shoemaker (fairy tale) where the wild things are...

Learning and Growing Together BLOOMFIELD PUBLIC SCHOOLS

Monday-- Friday 8:00-12:00 Early Start Academics Monday-- Friday 12:00-3:30 Early Start Enrichment

TEACHERS’ GUIDE

Grades 1-8

EARLY START 2012 July 16-August 17

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Table of Contents

Introduction and Overview 3

Curriculum and Instruction 4

Grades 1, 2 8 Grades 3,4 11 Grades 5,6 13 Grades 7,8 18 Assessment 20

Schedule 22 Special Education and Related Services 26

Uniforms 26 Community Support 26

Tutor Support 27 Transition to Enrichment 28 Appendix 29

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Introduction

The purpose of the guide is to describe the components of the Early Start Program to

ensure all staff has the necessary information to provide an exemplary summer program to students entering grades 1-8 in school year 2012-2013. The guide includes an overview of curriculum, instruction, and assessment, materials, and suggested formats for developing readers’/writers’/mathematicians’ workshops with sample schedules. The guide has been personalized by your coaches for your grade level to assist you to plan instruction that reflects your grade level student needs as revealed by the Spring assessments.

Pages in the guide can be used to plan daily instruction and will be available electronically on our website for your convenience.

Overview

The Early Start program at Metacomet (grades 1-4) and Carmen Arace Intermediate and Middle Schools (grades 5-8) is a five-week program that will academically remediate and enrich mandated and non-mandated students in the areas of reading, writing, and math. The program will offer workshop model instruction aligned to the Benchmark and DRA-2 assessment results from the 2011-2012 school year. The goal of the program is to prepare all students for what

they need to know and be able to do in the upcoming school year by addressing gaps and furthering skill and knowledge through large- and small-group instruction and opportunities for

partner and individual guided/independent practice. Free breakfast and lunch will be served daily. After lunch, students enrolled in Early

Start may participate in Enrichment. Students not participating in Early Start are not eligible to participate in Enrichment.

The Enrichment program will be provided by the Town of Bloomfield’s Leisure Services. Counselors from Leisure Services will meet students in the cafeteria and gym at Metacomet and at the cafeteria at CAIS/CAMS. Leisure Services will group students by classroom teacher and remain at Metacomet for grades 1-4 and at CAIS/CAMS for grades 5-8.

Students not participating in Enrichment must be picked up by parent at noon. Transportation will not be provided at noon unless by IEP recommendation.

Students participating in Enrichment will receive transportation home at 3:30. The Extension program begins at Metacomet at 3:30 following Enrichment. CAIS/CAMS

students participating in Enrichment at Leisure services will be transported directly to Metacomet and will be greeted by Extension staff. One Leisure Services counselor will ride the

Extension bus.

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Curriculum and Instruction

The theme of Early Start is Dream BIG! This theme mirrors the Prosser Library theme, providing students and parents the opportunity to engage in related activities in the late afternoon and evenings throughout the summer. Although materials and resources from National Geographic Summer and National Geographic Reading and Non-fiction Writing Workshop may be utilized in the classroom, a program cannot replace the intentional selection by coaches and teachers of leveled literature and materials to support the individual needs of students in literacy and mathematics. These academic needs have been identified by the results

of benchmark assessments, common formative assessments for students entering grades 3-8, and the DRA-2 for students entering grades 1-5.

General Focus for Grades 1-8 Early Start Literacy Teachers will focus on developing skillful readers and writers by pairing fiction and non-fiction resources to target needed skills and to make connections to the theme. Delivered in a

readers’-writers’ workshop format (whole-group direct Instruction, Guided Reading, centers) students will practice and apply research-based reading comprehension strategies, such as

visualizing and monitoring for meaning. The following comprehension strand objectives are global areas of concern and will be

priorities for instructional focus: summarizing

making text-to-self-connections

identifying author’s purpose. Accompanied by Degrees of Reading Power (DRP) and vocabulary development, students will practice the comprehension strand objectives by engaging in Read-Alouds, Shared Reading, Guided Reading, partner reading, writing centers, listening centers, library reading centers, interdisciplinary centers, webquests, and computer-based practice. Early Start Mathematics

Teachers will focus on the strand objective results from the benchmark assessments, common formative assessments, and GO-Math assessments of their students. The

recommended format is mathematicians’ workshop, allowing students to benefit from large- and small-group instruction with additional practice through engaging centers. Students should

have opportunities to collaborate with peers in authentic activities using manipulatives, with a targeted focus on problem-solving, math facts fluency, estimating, and math applications.

Interdisciplinary Application

As centers are often the format for students to actively make interdisciplinary

connections, teachers can create centers that are engaging, hands-on and require partner work between students. Relating the theme to social studies and science is a natural connection to

facilitate understanding for our students. Word problems and math facts with a performance component including drawing, building, painting, or web investigations may be considered.

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Effective Teaching Strategies To align with the Powerful Practices Professional Development, teachers will embed the

following strategies and instructional practices into Early Start: Quick-writes

ABC Reflections

Exit Tickets Nonlinguistic Representations

Cornell Notes Graphic Organizers

Turn and Talk/Collaborative Groups

Planning for Instruction

Early Start Head Teachers and Instructional Coaches have assembled fiction and non-

fiction resources, leveled readers, and materials from National Geographic Reading and Non-fiction Writing and National Geographic Hampton-Brown Summer Reading Program. These

materials address individual student needs as well as general grade level weaknesses in reading comprehension. Head teachers and coaches will provide teachers with the assessment data they will need to inform their instruction and to form guided reading groups. DRA-2 rubrics will

serve as a resource to target individual or group skills aligned with the DRA-2 for students entering grades 1-5.

Each Head Teacher will receive 4 copies, 1 per grade level of Dream: A Tale of Wonder, Wisdom & Wishes by bestselling author Susan V. Bosak. The book serves as a teacher resource

for ideas and concepts to support the Dream BIG! theme, as well as to be used as a Read-Aloud. More information can be found at:

http://www.legacyproject.org/books/dream.html

The Workshop Model

The workshop model in reading should have the following components: a mini-lesson, a

student reading time, a mid-workshop teaching point, and a shared teaching time. In a balanced approach, you need to include an interactive read-aloud and a writing workshop. The

writing workshop would also begin with a mini-lesson and is followed by an independent

writing time. Small groups also meet and are comprised of common instructional needs amongst the students. A suggestion for Early Start would be to have a very short mini -lesson

that you would want your students to use when working on a piece of writing in a writing workstation.

Tips for Guided Reading

Sessions are relatively short (15-30 minutes) 4-6 students (smaller group number is for below grade level readers

Meet daily for at-risk groups, 5 X’s in two weeks for more advanced groups

http://www.legacyproject.org/books/dream.html

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Add in a few minutes between groups for either a mid-workshop teaching point and/or

to check in with the rest of the class Students should have 90 – 95% accuracy in books for Guided Reading

Students should be able to read the selection with fluency due to your introduction (vocab., background front-load, purpose for reading) and are focused on meaning.

Students are using their problem-solving strategies You are only providing some support, targeting a comprehension strategy Ultimate goal is for students to be fluent independent readers

When students are not with their teacher, they should work independently at their desks or

at literacy work stations. Some suggestions include, but are not limited to:

Reading or writing independently or with a partner Read-About or other interactive literacy websites, such as:

www.sofschools.com/language_arts/; http://primarygames.com/reading.htm;

www.timeforkids.com. starfall.com. Respond to literature (from mini-lesson, read aloud) Work on an extended project that involves research, reading and writing DRP Practice (Create your own!) Fluency activity (Reader’s Theater, rehearsing poetry to recite) Listening station (short stories or books on tape) Reading silently (or with a partner) from a “good fit” book

Vocabulary (word study)

Throughout the morning: Students can use fix-up strategies (reread, identify what you don’t know such as a sentence or a paragraph and use context clues.

Suggested Daily Schedule

8:35 – 8:45 Class attendance, “Do Now!” 8:50 – 9:10 (With Transitions) mini-lesson(s) (Could be a short read-aloud which may include

both the reading focus and writing tip of the day) *9:10 – 9:40 Rotation 1 of Guided Reading or Guided Writing from mini-lesson 9:40 – 9:45 Check-in with the rest of class (possible IDR informal conferencing)

9:45 – 10:15 Rotation 2 of G.R. or G.W. 10:15 – 10:30 Read Aloud (perhaps fiction novel – with “Turn and Talks”) and snack

10:30 – 10:45 Math Mini-Lesson that sets the task for students to work on during the work period

10:45 –11:15 Work Period: students work on task, rotate through centers, meet with teacher for small group targeted instruction

11:15 –11:30 Closing meeting where selected students report out their successes and/or challenges in completing the assigned task

*On some days, switch up the rotations and do three groups: 9:10 – 9:30, 9:35 – 9:55, 10:00 – 10:20.

http://www.sofschools.com/language_arts/

http://primarygames.com/reading.htm

http://www.timeforkids.com/

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Grade Specific Recommendations from Instructional Coaches

Early Start Literacy Overview for Grades 1-8

utilize fiction and non-fiction text to master the standards and content that will prepare them for success in the next grade.

use these texts to master the skills of reading for information and responding to literature, the focus of the common core state standards

Early Start Mathematics Overview for Grade 1-8

focus on skills that students need to be successful on the CMT incorporate effective instructional strategies and techniques that are proven to be

successful across all content areas

Collaborate with other content area professionals to develop performance tasks, projects and real-life activities to build a deeper understanding of concepts

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Grades 1, 2 Literacy

Primary Read-Aloud Recommendations Fiction

Napping House Coyote and the Stars (Native American Legend in Level A Read Aloud Anthology from Isabel Beck) Peeping and Sleeping (Fran Manushkin) Fireflies (Julie Brinckloe) Night Noises (Mem Fox) Elves and the Shoemaker (Fairy Tale) Where the Wild Things Are (Maurice Sendak) Imagine a Night (Sarah L. Thomson) Ira Sleeps Over (Bernard Waber)

Golden Bear by Ruth Young (Big Book) The Night Worker (Kate Banks) (Realistic Fiction in Level K Read Aloud Anthology from Isabel Beck)

Non-Fiction Man on the Moon (Anastasia Suen) Phases of the Moon (Gillia M. Olson) *Bumble Bee (Pat Quinn (big book and 6 pack (level 6-8)

* Ties in with Prosser Library summer program

Please review National Geographic Summer Central for further content area connection. Web Resources:

http://facthound.com (includes interactive games/crafts/activities) http://ology.amnh.org/astronomy

Six packs of books:

In the Dark (DRA 3) The Robot (DRA 4) At Space Camp (DRA 6-8) (Big book also)

Marvin’s Trip to Mars (DRA 6-8) Super Ben (DRA 6-8)

Alien Vacation (DRA 6-8) My Summertime Camping Trip (DRA 10)

Around the World (DRA 10) Message on a Rocket (DRA 10-12)

Lights (DRA 12) The Night the Lights Went Out (DRA 14) Sunshine and Shadows (DRA 14) Life in a Tree (DRA 16) Lift Off (DRA 16)

http://facthound.com/

http://ology.amnh.org/astronomy

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Rock-a-Bye Moon (DRA 16)

The Man in the Moon (DRA 16) Peeping and Sleeping (DRA 16-18)

Lift Off (DRA 16) Why Coyote Howls at Night (DRA 18-20)

Man on the Moon (use as a follow up to Read Aloud) Use on-line “A to Z” to supplement – especially fictional texts for guided reading to pair

with non-fiction Use Bloom’s Taxonomy when creating your units (essential questions/objectives, hands -

on activities/projects) Consider “Dream Big!” theme to include biographies/autobiographies (the f irst

astronauts), night sky/astronomy, inventors/inventions, explorers, American Revolution/Declaration of Independence, human/civil rights (women, slavery, immigration)

Interdisciplinary Application Entering Grade 1 Social Studies Units

o Geography (Do maps and globes help us understand our world?) o Neighborhoods o Maps o Positional words: near/far; up/down; here/there; above/below; behind/in

front of

Citizenship and Government (What can I do to be a good citizen in my community?)

o Community o Rules

o Leaders in school/community Entering Grade 1 Science Units

Life Science-Structure and Function of Insects (Living things have different structures and behaviors that allow them to meet their basic needs.)

Earth Science-Air and Weather (The sun and moon appears to move across the sky in the on a daily basis.)

Physical Science-Balance and Motion (An object’s position can be described by locating it relative to another object or the background. An object’s motion can be described by tracing and measuring its position over time.)

Entering Grade 2 Social Studies Units

Geography (Why must we care for the earth?) o Geographic features o Capitals of state/country o Maps and symbols

Citizenship and Government (How can 1 person make a difference in a community?)

o Characteristics of good citizenship and leaders

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o Problem solving in the community

o Identify local, state and federal leaders Entering Grade 2 Science Units

Life Science-Structure and Function of Plants (Plants change their form as part of their life cycles.)

Earth Science-Earth Materials (Earth materials have varied physical properties which make them useful in different ways.)

Physical Science-Properties of Solids, Liquids and Gases (Materials can be

classified as solid, liquid and gas based on their observable properties.)

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Literacy Recommendations Utilize Cycle 3 student reading data when determining areas of instructional need, along with DRA2 results, specifically, the DRA Focus for Instruction sheet. National Geographic, as well as fiction and nonfiction leveled texts will be available. Selection of appropriate text may be based on the summer school theme of Dream Big, students’

instructional reading levels using DRA data, and reading focus including oral reading and/or comprehension strategies. The following titles are from the Making Meaning Alternative texts, The Nancy Boyles book, That’s a Great Answer and Independent Daily Reading books from Making Meaning. There are multiple copies of several titles. Grade 3 Making Meaning Freedom Summer (F)

The Barn Owl (F) Jordi’s Star (F)

Night Noises (F) Owl Moon (F)

Can You Hear A Shout in Space? (NF) Big Bang (NF)

Moonwalk-The First Trip to the Moon (NF) The Moon Book (NF) Martin’s Big Words (NF)

My Dream of Martin Luther King (NF) Picture Book of Frederick Douglas (NF)

Grade 4 Making Meaning

Night Golf (F) More Than Anything Else (F)

Virgie Goes to School with Us Boys (F) Dandelions (F) Extreme Stars (NF) Lightning (NF) George Washington Carver (NF) The Bus Ride (F) The Real McCoy (NF) Colors of Freedom-Immigrant Stories (NF)

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Grades 3, 4 Numeracy

Incoming 3rd Graders

Focus will be on number sense, ordering and comparing numbers, place value, and

mastery of addition and subtraction facts, skills that students will need to be successful on the CMT

Use of academic language will be apparent during discussions among students where they take a mathematical stand and defend it and in their written explanations that explain clearly their mathematical thinking supports their conclusion

Instructional Materials will be pulled from a number of teacher resources that directly address the focus skills and will be collaboratively shared among the team and GO Math! online interactive instructional aides

Supplement Early Start instructional days with Scholastic magazines, as appropriate

Incorporate effective instructional strategies and techniques that are proven to be

successful across all content areas Collaborate with other content area professionals to develop performance tasks,

projects and real-life activities to build a deeper understanding of concepts

Incoming 4th Graders Focus will be on models of operations, numerical estimation strategies, tables, graphs,

and charts, probability and patterns, and mastery of multiplication facts, skills that students will need to be successful on the CMT

Use of academic language will be apparent during discussions among students where they take a mathematical stand and defend it and in their written explanations that explain clearly their mathematical thinking supports their conclusion

Instructional Materials will be primarily the Getting Ready for 4th Grade lessons from GO Math! Lessons will be enriched and extended using resources from the GO Math! teacher editions and the online resources

Supplement Early Start instructional days with Scholastic magazines, as appropriate Incorporate effective instructional strategies and techniques that are proven to be

successful across all content areas


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Suggested Themes (Within Dream Big!), Comprehension Strategy & Strand Focus

Week 1: Explorers Comprehension by Visualizing (the motion picture, sensory images) Strand: Forming a General Understanding (theme, main idea, summarization) Week 2: People Who Excel! (Athletes/Olympics-or run this throughout 5 weeks in math hour), Civil/Women’s Rights, Slavery) Comprehension by Connections (use relevant prior background to extend meaning) Don’t leave visualizing behind! Strand: Making Connections, esp. text to self

Week 3: The Creation of our Nation! (American Revolution, Declaration of Independence) Comprehension by questioning (generate questions to clarify meaning, make predictions and focus on what’s important) Don’t leave visualizing and connections behind! Strand: Summarization, predictions Week 4: Invention Convention (Inventors/Inventions) OR Immigration

Comprehension by Inferencing/drawing conclusions Don’t leave visualizing, connecting and questioning behind!

Strand: Identifying author’s purpose Week 5: More Dreamers! (Additional Biographies or Astronomy)

Comprehension by Determining Importance and Synthesizing Don’t leave visualizing, connecting, questioning and inferencing behind!

Strand: Developing an interpretation and understanding text structure

Instructional Resources

Scholastic guided reading materials, National Geographic kits, and other resources (Rally, Coach) will be available for sign out in “closet #6” in the corridor between grades 5 & 6

21 titles from the Scholastic Guided Reading program have been pulled from the Reading Center selection and are available to sign out matching various themes or

units of study. Utilize other read-alouds from Making Meaning & Becoming A Writer, specifically

the following titles: Grade 5 Making Meaning

Uncle Jed’s Barbershop (F) Survival and Loss (NF)

Chinese Americans (NF)

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Star of Fear, Star of Hope (HF)

Grade 5 Becoming A Writer

My Rotten Red-Headed Older Brother (F) Just a Dream (F)

The Sweetest Fig (F) Can it Rain Cats and Dogs: Questions and Answers About Weather (NF) I Wonder Why the Sun Also Rises and Other Questions About Time and Seasons (NF) The Frog Prince Continued (F) Meteor (F)

Grade 6 Making Meaning Voices from the Field (NF) Rosie the Riveter: Women in a Time of War (NF) Dear Benjamin Banneker (NF)

Asian Indian Americans (NF) Baseball Saved Us (HF)

Grade 6 Becoming A Writer Questions and Answers: Planet Earth (NF)

Use on-line “A to Z” to supplement – especially fictional texts for guided reading to pair with non-fiction

Focus instruction on broad areas of weakness across strands and strand objectives; Use CMT objectives and CCSS to create deeper and more meaningful reading

experiences Note individual students’ scores for 2012 CMT’s and cycle III benchmark assessments to

differentiate focus of instruction in guided reading and centers Use Bloom’s Taxonomy when creating your units (essential questions/objectives, hands -

on activities/projects) Consider “Dream Big!” theme to include biographies/autobiographies, night

sky/astronomy, inventors/inventions, explorers, American Revolution/Declaration of Independence, human/civil rights (women, slavery, immigration)

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Grades 5, 6 Numeracy

“Developing deep conceptual understanding to improve overall student application of skills necessary to master all academic content areas”

Materials Available for teacher planning prior to the end of the school year: (Math Center CLOSED during summer)

Incoming 5th Grade 5th-8th may utilize the activities based textbook series - BIG Ideas as a resource

for identified target strands; including but not limited to problem solving, measuring, and number sense

Suggested units in BIG Ideas for each incoming grade based on areas of weaknesses from multiple data sources

Old editions of DynaMath and Math magazines by Scholastics – non-fiction and fiction readings applying skills

Supplement Early Start instructional days with Scholastic magazines and focus on skills that students need to be successful on the CMT

incorporate effective instructional strategies and techniques that are proven to be successful across all content areas

Collaborate with other content area professionals to develop performance tasks,

projects and real-life activities to build a deeper understanding of concepts

Strands Requiring Reteaching

2011 3rd grade CMT

results*

4th grade

Fall Winter Spring

25 Mathematical Applications 34 2 4

24 Classification and Logical Reasoning 93 58 50

10 Numerical Estimation Strategies 72 26 67 53 15 Approximate Measures 60 21 18 53

Materials available in the Math Center: Big Ideas MATH – 80 copies at each grade level – 6-8 grades

Textbook, online resources, Record and Practice Journal Afterschool Achievers Math Club – Activity based program from Great Source

Summer Success Math - Activity based program from Great Source Numerous resources throughout the math center

Fiction and Non-fiction texts – DynaMath, Scholastic math, Greg Tang books, other library collections Manipulatives

**Math Center will be available during your UA times for you to check out materials and resources.

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Incoming 6th Grade Mathematics – CAMS Early Start Program (entering 5th -6th) “Developing deep foundational understanding to improve overall student application of skills

necessary to master multiple academic concepts.”

focus on skills that students need to be successful on the CMT

incorporate effective instructional strategies and techniques that are proven to be successful across all content areas


Materials Available for teacher planning prior to the end of the school year: (Math

Center CLOSED during summer) 5th-8th may utilize the activities based textbook series - BIG Ideas as a resource

for identified target strands; including but not limited to problem solving, measuring, and number sense

Suggested units in BIG Ideas for each incoming grade based on areas of weaknesses from multiple data sources (teachers will choose at the June 5th

meeting)


Fiction and non-fiction texts to focus on targeted strands

Strands Requiring Reteaching

2011 4th

grade CMT results*

5th grade

Fall Winter Spring

9 Solve Word Problems 80 8 24 38

20 Statistics and Data Analysis NT 28 61 54

Strands Requiring Review and Additional Practice

11 Estimating Solutions to Problems 44 42 60 64

21 Probability 93 58 62 68

5 Models of Operations 96 28 71 68 3 Equivalent Fractions, Decimals, and Percents 41 28 43 69

Materials available in the Math Center: Big Ideas MATH – 80 copies at each grade level – 6-8 grades Textbook, online resources, Record and Practice Journal

Afterschool Achievers Math Club – Activity based program from Great Source Summer Success Math - Activity based program from Great Source

Numerous resources throughout the math center

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Fiction and Non-fiction texts – DynaMath, Scholastic math, Greg Tang books, other library

collections Manipulatives

**Math Center will be available during your UA times for you to check out materials and resources.

Classroom Environment Classrooms environment should support instruction. Accessibility to students and teachers to graphic organizers, sentence starters, interactive whiteboards (IWBs), GO -Math manipulatives, Success-Maker, and classroom libraries is essential to the learning process.

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Grades 7, 8

Literacy Materials: National Geographic Summer Central Kit, Nonfiction Reading and Writing Workshop Kits with Libraries, and Coach resource materials for reading comprehension strands will be used for instruction.

Instructional focus: Cycle III Benchmark Assessments results will be the focus to

differentiate student instruction from center to center within the classroom.

Use of the Common Core State Standards and the Connecticut Mastery Test Reading

Comprehension Strands to create a more meaningful understanding of the materials

being read.

Bloom’s Taxonomy to be used in the daily lessons found in each of the weekly units of

study.

“Dream Big” theme will include:

Week 1 - Heroes (fiction and nonfiction) Week 2 - Inventors Week 3 - Astronomy

Week 4 - Space Week 5 - Equal Rights (slavery and women)

The complete Teachers’ Guide for the National Geographic Materials for Literacy Grades 7

and 8 can be found in the Appendix. This section includes recommended time blocks, lessons with instructional focus, suggested books, and materials.

Numeracy Incoming 7th and 8th Grade

CAMS Early Start Math Program entering 7th -8th

“Developing deep conceptual understanding to improve overall student application of skills necessary to master all academic content areas”

Materials Available for teacher planning prior to the end of the school year: (Math Center CLOSED during summer)

5th-8th may utilize the activities based textbook series - BIG Ideas as a resource for identified target strands; including but not limited to problem solving, measuring, and number sense

Suggested units in BIG Ideas for each incoming grade based on areas of weaknesses from multiple data sources (teachers will choose at the June 5th

meeting)

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Supplement Early Start instructional days with Scholastic magazines and interdisciplinary projects and activities. (vary by grade level)

Additional assessment results can be found in PerformancePlus.

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Assessment

For Instruction: Instructional focus is based upon the results of the Benchmark Assessments, common formative assessments, and DRA-2. All results for every Bloomfield student are located in PerformancePlus. These results will be used to form flexible groups by skill and strand objective in reading and math. For Pre-Test and Post-Test:The Spring Benchmark Assessments for grades 3-8 and the Spring DRA-2 for students entering grades 1-5 will serve as a pre-test for Early Start. Selected items from the CREC Assessments reflecting classroom and individual areas of concern will be

administered the last week of Early Start for all students in Grades 1-8. This assessment will serve as the post-test for summer learning and will be available after Early Start begins. The

focus of the post-test will be on the targeted strand objectives, to include summarizing, retelling, making text-to-self connections, solving word problems, fluency with basic facts, and

the Direct Assessment of Writing (DAW). For Formative Assessment: Each grade level team may construct brief common

assessments at the end of every two-week period. The CFAs offer students the opportunity to

demonstrate their skill and knowledge in the literacy strands or mathematics strand objectives that are areas of concern. This is not required.

Grade 1/2 teachers:

Please refer to the Focus of Instruction Data Form to assist you in determining your whole and small group instructional focus. Please use these guidelines when considering what each focus

area includes: Accuracy: Check the Observation Guides for the level of the students you are teaching.

The Instructional and Independent level varies by DRA level. For example 93% Accuracy is ‘developing or instructional’ up through Levels 12 but ‘intervention or frustration’ at Levels 14 and above.

Rate: This is based on Words Per Minute and varies by DRA level and genre. Please check the DRA Expectations by Level Grid.

Previewing and Predicting: This is often based on whether or not the student incorporates connecting words (and, then, next, but) and relevant vocabulary from the pictures or what they have read so far.

Events/Sequence: This area focuses on the student’s ability to retell the text including most of the important events from the beginning, middle and end, generally in sequence or in the case of non-fiction in a logical order. If the student is reading Level 28 and above and has a written response the summary must have the characters, many

important events and some details from the beginning, middle and end. Language/vocabulary: The child needs to use the language and vocabulary from the text

in the oral or written retell and demonstrate basic understanding of key

words/concepts.

Interpretation/Reflection: This area includes these type of questions: “What part did you like best and why?” “What do you think is the most important event in this story and why?” or “Why do you think…(a particular character did something)?”

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Connections: (Specifically asked through Level 16 but also included on CMT)-This area focuses on the questions: “What does this book make you think of?” or “What connections did you make while reading this book?”

Grade 3/4 teachers:

For incoming grade 4 students, an area of need is students’ responses to open ended questions contained in the Reading Comprehension portion of the Cycle 3 assessments. Instructing students to write responses which are rich in significant details from the passage should lead to improvement. Additionally, continually reminding students to cite important evidence from the text is critical. Encouraging students to reread and revise their responses should prove helpful to improve fluency of written expression in written responses as well. In terms of PPLUS (draft) data, the following is a general overview of trends seen in the Reading Comprehension for incoming grade 4 students: Reader/text connections as well as Developing an Interpretation remain as strong areas of need

across the grade level. However, please keep in mind that individual student DRA and Cycle 3 benchmark data should be utilized to determine focused areas for reading instruction and

student grouping.

Grade 5/6 teachers: The data shown in the Appendix gives you an overall view of the Cycle III Benchmark results

from the student assessments. As a grade level perspective, you will clearly see where

instructional focuses are necessary. Naturally, data will be provided on individual students to find their individual strengths and needs in order to differentiate your instruction.

Specifically, for students now entering grade five, continue to work on DRP and put a strong

emphasis on all areas of reading comprehension. Because the writing was narrative, you will need to do some explicit instruction on expository writing as they are at the beginning of that

journey.

Students entering grade six continue to require practice with DRP; therefore stress DRP strategies but be mindful of giving our students vocabulary lessons and background knowledge. In reading comprehension, they continue to need explicit instruction on strands B and C; however, please continue instruction in all reading comprehension areas. Also continue your instruction on editing and revising as well as expository writing. Ample opportunities to write (as well as read) need to be provided.

Grade 7/8 teachers: The data reveals progress for students entering grade 7 in the areas of main idea and theme,

and identifying characters, setting, problems, events, relationships and details. Weaknesses are present in making text to text connections, analyzing author’s craft, and developing an awareness of customs and beliefs. Conversely, these comprehension strands remain areas of concern for students entering grade 8 and should be areas of instructional focus during direct instruction and guided reading.

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Daily Schedule: SAMPLE for Grade ________ Or for Room ________

8:00-8:30

8:30-10:25

10:25-10:30

10:30- 11:30

11:30-12:00

12:00-12:15

MONDAY Breakfast

ELA: Whole-group; Guided Reading; Centers

Break Math: Whole-group Direct instruction;

guided Math; Centers

Lunch Transition to Dismissal or Enrichment

TUESDAY Breakfast

ELA: Whole-group;

Guided Reading;

Centers

Break Math: Whole-group Direct

instruction; guided Math;

Centers

Lunch Transition to Dismissal or

Enrichment

WEDNESDAY Breakfast

ELA: Whole-group; Guided Reading; Centers

Break Math: Whole-group Direct instruction; guided Math; Centers


THURSDAY

Breakfast

ELA: Whole-group;

Guided Reading;

Centers

Break Math: Whole-group Direct

instruction; guided Math;

Centers


Enrichment

FRIDAY Breakfast ELA: Whole-group; Guided Reading; Centers

Break Math: Whole-group Direct instruction; guided Math; Centers


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My Daily Schedule for Room ________

8:00-8:30

8:30- 11:30-12:00

12:00-12:15

MONDAY Breakfast


TUESDAY Breakfast


Enrichment WEDNESDAY Breakfast

Lunch Transition to

Dismissal or Enrichment

THURSDAY

Breakfast

Lunch Transition to

Dismissal or Enrichment

FRIDAY Breakfast Lunch Transition to Dismissal or

Enrichment

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Weekly Focus SAMPLE

Using Dream BIG! as the overarching theme, the week by week grade-specific focus may be: Week 1: My Heroes Who Dream BIG!: Historical, Real, Mythological, and Fantasy

Comprehension Strategy Strand Objective Literacy/Numeracy

Titles and Resources

Visualizing Summarizing Estimating

Word Problems

Week 2: Dreams and Nightmares

Comprehension Strategy Strand Objective Literacy/Numeracy Titles and Resources

Visualizing Summarizing/retell ing Estimating

Monitoring for Meaning Predicting Math Facts

Drawing Conclusions

from Tables, Graphs, Charts

Week 3: The Night Sky


Visualizing Summarizing/retell ing Estimating/Math Facts

Monitoring for Meaning Predicting Drawing Conclusions

from Tables, Graphs, Charts

Determining Importance Examining Structure and Purpose

Estimating Solutions to Problems

Week 4: Creatures of the Night


Visualizing Summarizing/retell ing Estimating/ Math Facts

Monitoring for Meaning Predicting Word Problems

Determining Importance Examining Structure and Purpose

Estimating Solutions to

Problems

Week 5: Inventions and Explorations/Inventors and Explorers


Visualizing Summarizing/retell ing Estimating/ Math Facts

Monitoring for Meaning Predicting Word Problems

Determining Importance Examining Structure Estimating

25

Weekly Focus

Using Dream BIG! as the overarching theme, the week by week grade-specific Sample Units of Study may be: Week 1:



Week 2:

Comprehension Strategy Strand Objective

Literacy/Numeracy


Week 3:



Week 4:



Week 5:



26

Special Education and Related Services

One special education resource teacher will provide specialized instruction to students with IEPs at each school location (Metacomet, CAIS/CAMS). Although students may not have Extended School Year (ESY) as a recommendation in the IEP, students who receive special education services during the school year will benefit from continued, although reduced support. Students with ESY recommendation will receive related services per the IEP. A school nurse will be located at Metacomet full-time, with coverage provided as needed to

CAIS/CAMS and Bloomfield High School.

School Uniforms

The requirement for school uniforms is recommended, with the decision left to the

discretion of the Principal. Please remember students entering Laurel from Wintonbury Early Childhood Magnet School will be experiencing the uniform requirement for the first time.

Community Support for Literacy and Numeracy

Ms. Jane Winterfield, retired special educator and reading consultant will provide daily individual and small-group tutoring to students in one grade 1 classroom to be selected by the Principal.

Duncaster Reading Tutors will provide 1:1 reading assistance to students in Grade 3 every Wednesday between 9:30-10:30. Successful experience with this model will be continued through the school year.

Linda Gabianelli, Children’s Librarian for Prosser Library, with three Library Volunteers, will conduct a whole-group Read-Aloud each Thursday morning in your classroom for 30 minutes. Literature will align with the Dream BIG! theme. More information will be forthcoming with

regard to scheduling for your school and classrooms. The University of St. Joseph’s is investigating the possibility of providing graduate level students to our classrooms to fulfill Practicum requirements. The students would assist and support classroom instruction. In addition, St. Joseph’s is holding a graduate level course requiring certified teacher-scholars to conduct educational evaluations for students suspected of having a disability.

27

Tutor Guidelines and Recommended Practices

Becoming a tutor demonstrates a commitment to improve reading skills for our students. Tutors bring a rich background of authentic life experiences to enhance our students’ understanding of the world around them. The outcome of tutoring is to increase comprehension of the written word by connecting experiences of the tutors and the students through this individualized relationship.

To ensure a successful and professional experience, please refer to these guidelines: 1. Tutors will work with two students entering grade 3 for one (1) 30-minute

session each between 9:30-10:30 every Wednesday; students will be selected by the classroom teacher, Head Teacher, or Principal;

2. Tutors will meet with the identified student(s) in either the classroom, the reading resource room, the conference room, or the library; students will be

escorted by another student to these locations both to and from the sessions; 3. Tutors can begin to build the relationship by introducing themselves to the

students, asking general questions, such as the students’ age and school

experiences, and then relating their own career paths and how reading can enhance both career and personal success;

4. Students will bring books with them; please do not provide a book unless the teacher has ascertained that the level and content are suited to your students.

Modeling, or demonstrating how to approach a book is helpful to all students. Tutors

can model each of the comprehension strategies below by modeling each practice. The instructional practices are:

1. Activating Prior Knowledge: ask your student what they already know about the book; model the skill by telling what you know as well;

2. Retelling: as each student completes each page, ask them to retell what they learned; model the skill by retelling in your own words;

3. Summarizing: ask your student to summarize the key points of the book; model the skill by summarizing and paraphrasing in your own words;

4. Main Idea or Theme: ask your student to identify the main idea or central theme from the page or book;

5. Making Connections to the Text : ask your student how the book connects to their

life or to other books the student has read; model the skill by relating your own connection to the vocabulary, main idea, character, setting of the story, or specific details.

Duncaster Tutors with any questions or concerns may contact Helen Getemy, Coordinator of Tutoring Services.

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Transition to Enrichment

Enrichment is offered to all students who attend Early Start. Students whose parents chose not to enroll their child(ren) in Enrichment must picked up their child(ren) by 12:00 noon as transportation will only be provided after Enrichment.

Enrichment activities will include: 1. Leisure Services – Counselors for Leisure Services will assemble students in grades 1-8 in

small groups for daily activities, including baseball, soccer, kickball, art, recreation, and

games. Laurel and Metacomet students will receive Enrichment at Metacomet’s cafeteria, gym, and fields; CAIS and CAMS students will receive Enrichment at

CAIS/CAMS cafeteria, gymnasium, and fields; 2. Wintonbury Hills Golf Lessons – This developmental program uses a specific curriculum

to expose young students to all aspects of golf. Students will be organized in groups of 30 at each Early Start site and receive instruction from Wintonbury golfers for four days

per week at CAIS/CAMS and one day per week at Metacomet (Fridays). Leisure Services

staff will organize students into appropriate groups for golf instruction. 3. Talcott Mountain Science Center – Small groups of students in grades 5 and 8 will be

identified through Leisure Services to participate on-site at the Science Center. More information will be provided to CAIS and CAMS staff as soon as it becomes available.

4. Prosser Library- Linda Gabianelli, Children’s Librarian, will align with Leisure Services during Enrichment to provide additional hands-on activities.

Every Student, Every Day, Every Classroom

29

APPENDIX

Appendix I: DRA-2 Focus for Instruction Appendix II: DRA2 Expectations by Level for Grades 1-5

Appendix III: Overview of Assessment Results from Cycle 3 Benchmarks Appendix IV: Early Start Registration Form Appendix V: Photo/Video Release Form and Student Technology Acceptable

Use Guidelines

Appendix VI: National Geographic Nonfiction Reading and Writing Workshops Level A Appendix VII: National Geographic Nonfiction Reading and Writing Workshops Level B Appendix VIII: National Geographic Nonfiction Reading and Writing Workshops Level C

30

DRA-2 Focus for Instruction

Teacher Grade DRA2 Focus for Instruction

Student

DR

A L

evel

Fict

ion

No

n-f

icti

on

Acc

urac

y

Rat

e

Prev

iew

/Pre

di

ct

Even

ts/

Seq

uenc

e

Ch

arac

ters

/

Det

ails

Lang

uage

/

Voc

abul

ary

Inte

rpre

tati

on/

Ref

lect

ion

Con

nect

ions

Oth

er

1

2 3

4

5 6

7 8

9 10

11

12 13

14 15

16

17

18

19 20

31

DRA2 Expectations by Level for Grades 1-5 Level Preview/Prediction Oral Fluency

(ind.rate)

Comprehension Explicit Questions

A F Picture walk before reading

Student names objects

Ind=90%

na I read, you read.

CAP: Controls directionality

One to one speech to print

match

1 F Picture walk before reading


Ind=94%




match



Ind=90%




match


What is happening? Student generates

language

Ind=93%

na CAP: Controls directionality-2/3

lines


match

Understands word, begins,

ends, letter, sound.

4,6,8,

10,12 F

Picture walk before

reading. ”Look at the pictures and tell me what is happening in this story.”

Ind= 94-

95%

+Phrasing

+Self

corrections

+Problem

solving new

words

Oral retell “Start at the

beginning and tell me what

happened in the story.”

Oral responses

+What part did you like best in the story? +Why did you like that part? +What connection did you make while reading this story?


”Look at the pictures and tell me what is happening in this story.”

Ind=95% Fluency

Rate 40-70 wpm

+Expression

+Phrasing




Oral responses

+What part did you like best in the story? +Why did you like that part? +What connection did you make while

reading this story?


“Look at the pictures and tell me what is happening in this story.”

Ind=95% Fluency

Rate 40-70 wpm

+Expression

+Phrasing

Oral retell “Start at the beginning and tell

me what


Oral responses +What part did you like best in the

story? +Why did you like that part?

+What connections did you make while reading this story?

16 NF Picture walk before

reading.

“Now, look at each picture and tell me…….(related to content)

Ind=95% Fluency

Rate 40-70 wpm

+Expression

+Phrasing


me what the author said

about………….”

Oral responses

Animal Homes: Chart

“Use the chart and tell me….” “Tell me how ___is different

from_____.”

Baby Birds. Picture Timeline:

32

“Use the timeline and tell me what happens before……”

“What happens after……” + What connections did you make while reading this book?

18 F Introduce the story with an overview statement.

Student reads short

passage aloud for RR,

makes 3 predictions and then reads silently.

Ind=95% Fluency

Rate 55-85 wpm

+Expression

+Phrasing




Oral responses

+What do you think the author is trying

to tell you in this story? +What do you think was the most

important thing that happened in this story?

+Why do you think that was important?

20 F Introduce the story with

an overview statement. Student reads short


makes 3 predictions and

then reads silently.

Ind=95% Fluency

Rate 65-95 wpm

+Expression

+Phrasing



happened in the

story.”

Oral responses

+What do you think the author is trying to tell you in this story?

+What do you think was the most important thing that happened in this

story? +Why do you think that was important?

24 F Introduce the story with an overview statement.

Student reads short

passage aloud for RR, makes 3 predictions and


Ind=95% Fluency

Rate 70-100

wpm

+Expression

+Phrasing


me what


Oral responses +What do you think the author is trying

to tell you in this story? +What do you think was the most

important thing that happened in this story?

+Why do you think that was important?


an overview statement.

Student reads short passage aloud for RR,

answers: Tell me what you know about (character) so far, makes 3 predictions and


Ind=95% Fluency

Rate 75-105

wpm

+Expression

+Phrasing

Written

Summary Scaffolded- In the beginning-

Next- Then- After that-

In the end-

Written responses +List two literal facts.

+Interpretation: What do you think _____learned?

+Reflection:

What was the most important event in the story?

Tell why you think it is important.

28 NF Introduce the book with an overview statement.

Student reads short


generates 3 questions, responds to NF text

features and then reads

silently.

Ind=95% Fluency

Rate 75-105

wpm

+Expression

+Phrasing

Written

Summary Scaffolded-

Write two

important facts in your own words

for each heading.

Written responses +List two literal facts.

+Interpretation: One why question.

+Reflection:

What do you think is the most important thing you learned?


30/3

4 F

Introduce the story with



Ind=96% Fluency

Rate 80-

Written

Summary Scaffolded-

Written responses +List two literal facts. +Interpretation: What do you think

_____learned?

33



110/115

wpm

+Expression

+Phrasing

In the beginning-

Next- Then- After that-

In the end-

+Reflection: What was the most important

event in the story?







Ind=96% Fluency

Rate 90-125

wpm

+Expression

+Phrasing

Written

Summary Scaffolded- In the beginning-

Next- Then-

After that- In the end-

Written responses +List two literal facts. +Interpretation: One why question.

+Reflection:

What was the most important

event in the story? Tell why you think it is important.

38 NF

Introduce the book with

an overview statement.

Student reads short passage aloud for RR,

generates 3 questions,

responds to NF text features and then reads

silently.

Ind=96% Fluency

Rate 90-125

wpm

+Expression

+Phrasing

Written

Summary Scaffolded-

Write two

important facts in your own words

for each heading.

Written responses +List three literal facts.

+Interpretation: One why question. +Reflection:

What do you think is the most

important thing you learned? Tell why you think it is important?




writes 3 questions, writes 3 predictions and then reads silently.

Ind=97% Fluency

Rate 105-140

wpm

+Expression

+Phrasing

Written

Summary “Write a summary of this story in your own words. Include important characters, events, and details from the B, M and E of the story.”

Written responses +List three literal facts. +Interpretation: One how question.

+Reflection:

What do you think is the most

important event in the story? Tell why you think it is important.

+Metacognitive Awareness checklist

Give two specific examples of

how you used a comp. strategy.

40 NF

Introduce the book with



writes 3 questions, writes 3 things he/she thinks will learn and then

reads silently.

Ind=97% Fluency

Rate 100-135

wpm

+Expression

+Phrasing

Written

Summary “Write a summary of this book in your own words. Include important ideas and facts from each section.”

Written responses +List three literal facts. +Interpretation: One what do you

think would happen IF__ question…

OR why question.

+Reflection: What do you think is the most

important thing you learned

about____?

Tell why you think it is important? +Metacognitive Awareness checklist

Give two specific examples of

how you used a comp. strategy. ea ‘10

34

Overview of Assessment Results from Cycle 3 Benchmarks

Entering Grade 1

Goal

(DRA 4 & Above)

Below Bloomfield

(DRA 3 & Below)

Spring

67

55%

Spring

54

45%

Number

Percentile Entering Grade 2

Goal

(DRA 18 & Above)

Below Bloomfield

(DRA 12-16)

Sub. Deficient

(DRA 10 & Below)

Spring

65

54%

Spring

38

32%

Spring

17

14%

Number


Goal

(DRA 28NF & Above)

Below Bloomfield

(DRA 20-28F)

Sub. Deficient

(DRA 18 & Below)

Spring

62

52

Spring

38

32

Spring

19

16 Number


Entering Grade 5 Grade 4 Cycle III Benchmark Results

Assessment Average Score Goal Proficient & Above, Excluding DRP

DRP 50.9 40.77% (53 students) 31.54% (41 students)

Reading Comp.

Overall Proficiency 12.98% (17 students) 36.64%

RC, Strand A 37.40%

RC, Strand B 26.72% RC, Strand C 16.79%

RC, Strand D 26.72% DAW (Narrative) 93.22%

E/R 78.91% (101 students) 94.53%

35

Entering Grade 6 Grade 5 Cycle III Benchmark Results

Assessment Average Score Goal Proficient & Above, Excluding DRP

DRP 52.42 34.59% (46 students) 25.56% (34 students)

Reading Comp. Overall Proficiency

27.48% (36 students) (Goal/Adv.)

54.20% (71 students)

RC, Strand A 65.65% RC, Strand B 39.69%

RC, Strand C 30.53%

RC, Strand D 51.15%

DAW (Expository) 51.12% (68 students) (Goal/Adv.)

84.96%

E/R 55.30% (73 students)

(Goal/Adv.) 75.00%

Entering Grade 7

Entering Grade 8

36

For Office Use Only: Date of Registration _______________ ID#_____________ YOG_________ School coming from_______________________ DATE OF ENTRY ______________ BUS# _______ Place of Birth __________________________________ DOB: MONTH _________ DAY __________ Year ___________

Source: Bi rth Certificate______ Guardianship Papers______ Visa/Passport______ Date entered U.S. School ______________ Res idency: Own____ Rent____ Live with____ DCF Placed ____

Proof of Residency: Deed__________ Rental Agreement__________ RSR/LW Form__________ 603 Form DCF __________ Uti l ity Bills_______________________ License or Reg.__________________________ Other_________________________

Electronic Form_________ Written Work Release__________ Photograph Release____________ Health Record Attached ______

*****************************************************************************

BLOOMFIELD PUBLIC SCHOOLS

STUDENT REGISTRATION FORM for

EARLY START 2012 PLEASE PRINT

STUDENT NAME______________________________________________________________________________ Last First Middle ADDRESS________________________________ MALE______ FEMALE______ ENTERING GRADE_____ PHONE(860)___________________MAILING ADDRESS___________________________________ZIP _______ (If different from above) HOME LANGUAGE _____________ RACE _________ Is student Hispanic or Latino? Yes___ No ____

Is the student from one or more races, using the following (choose all that apply):

a. American Indian or Alaskan Native ____

b. Asian ____

c. Black or African American ____

d. Native Hawaiian/Pacific Islander ____

e. White _____

HAS STUDENT RECEIVED SPECIAL EDUCATION SERVICES? YES ___ NO ___

37

IF YES, WHERE? __________________ EXPLAIN SERVICES____________________________ HAS STUDENT PREVIOUSLY BEEN REGISTERED IN BLOOMFIELD SCHOOLS? YES ___ NO ___ IF YES, WHERE? _____________________________ IS STUDENT A U.S. CITIZEN? If no, must show passport/green card) YES___ NO ___ STUDENT IS LIVING WITH: Both Parents _____ Mother _____ Father _____ Legal Guardian ____ Foster Parent _____ Other ____ (specify relationship: _________________) MOTHER:_______________________________ Home Phone_________________ Cell Phone________________ Work Phone______________________ Email ________________________________ Address, if different from student:__________________________________________________________________ FATHER:_______________________________ Home Phone_________________ Cell Phone_________________ Work Phone______________________ Email ________________________________

Address, if different from student:___________________________________________________________

LEGAL GUARDIAN OR FOSTER PARENT:________________________ Home Phone__________________ Cell Phone_______________ Work Phone______________________ Email ________________________________

IF DCF PLACED: _________________________________________________________ Name of Social Worker Phone Number

Nexus: YES ___ NO ___ City/Town of Nexus:____________________________

38

EMERGENCY CONTACTS (i.e., relative/neighbor/friend to be called only if parent/guardian cannot be reached): Name:_______________________________ Home Phone___________________ Cell Phone________________ Relationship __________________________ Work Phone___________________

Name:_______________________________ Home Phone___________________ Cell Phone________________ Relationship __________________________ Work Phone____________

Name:______________________________ _ Home Phone___________________ Cell Phone_______________ Relationship __________________________ Work Phone____________ Name of Doctor/HMO_________________________________________________ Phone_____________________

SIGNED_____________________________________ DATE-

__________________________________ For Office Use Only:

Comments:

Registration approved by: ___________________ Date: _________________________ Rev. 05/12

39

Bloomfield Public Schools Release Form

Valid for Early Start 2012

A signed form gives and/or withholds permission for the Bloomfield Public Schools for the following until such time as the parent or guardian contacts the

school with any change(s).

Pupil’s Name ________________________________________ (Please print)

PHOTO/VIDEO RELEASE

I do ____ do not ____ give the Bloomfield Public Schools permission to have my child appear in photographs and/or videos which supports the educational

programs of the district. These photographs may appear in local newspapers, publications or on the Bloomfield School’s Web Site. The video films may appear on local access television, news reports or in teacher evaluation tapes.

WRITTEN WORK RELEASE

I do ____ do not ____ give the Bloomfield Public Schools permission to submit

the written work of my child to publications which support the educational programs of the district.

_____________________________________________ _________________ Parent/Guardian Signature Date

40

BLOOMFIELD PUBLIC SCHOOLS Student Technology Acceptable Use Guidelines

Valid for EARLY START 2012 Purpose The District's Student Technology Acceptable Use Guidelines are designed to inform students and parents of the school's requirements, expectations, and student's obligations when using district computers. These guidelines cover all technology including computers, interactive white boards, scanners, cameras and the district wired and wireless network, as well as computer accessories and software. We expect our students to use the computers responsibly by following these guidelines: Personal Safety

The district employs Internet content filtering and monitoring that is compliant with the Children's

Internet Protection Act.

All student computer use must be supervised.

Pictures of students used in district communications will not provide information identifying any

student without prior permission.

Although students have cellular telephones in school, they may not be used in the buildings to place

or receive telephone calls and text messages, access the district network, take pictures, or record audio or video. Ethical Computing Use of technology is ingrained in our daily activities and our goal is to provide students with access to 21st century knowledge that facilitates the pursuit of academic excellence and provides the skills necessary for lifelong learning. The district provides equipment and services strictly for educational pursuits; students are expected to follow generally accepted rules of network etiquette. These include, but are not limited to, the following:

Be polite. Do not become abusive in your communication with others.

Use appropriate language. Do not swear or use vulgarities or any other inappropriate language

Keep personal information, including the logins, passwords, addresses, and telephone numbers of

students or staff confidential.

Use technology resources so as not to disrupt service to other system users. Do not upload post,

e‐mail, transmit, or otherwise make available any content that is unlawful, dangerous or may cause a security risk. System Security

The district reserves the right to monitor and review any material on any machine at any time to determine any inappropriate use of network services. Students are provided with network accounts to access their saved files and teacher‐assigned network resources. Students are responsible for the security of their computer equipment, files, and passwords. Students will keep their passwords private

41

and not go beyond their authorized access to gain further access to the district network, other computer equipment or software including the files or accounts of others.

Students will not disrupt or attempt to damage or disrupt any computer, system, system

performance, or data.

Students will not create access or disseminate proxy sites for the purpose of bypassing content

filtering.

Students will promptly notify a teacher of security problems.

Students will not use personal electronic devices in the schools without permission from a building

administrator or his/her designee.

Students have no expectation of privacy in files, disks, or documents that have been created in,

Entered in, stored in, downloaded from, or used on district equipment or resources. Inappropriate Conduct Network services are designed to support school operations. Disrupting these services either intentionally or through negligence is not acceptable. Examples of inappropriate use include:

Illegal or malicious use, including downloading or transmitting of copyright material.

Use of racial, sexual, or other harassment in violation of district policy.

Accessing, viewing, or transmitting pornographic or obscene material.

Disrupting the work of other users. This includes the propagation of computer viruses and use of the

Internet to make unauthorized entry to any otherwise unapproved resource. (hacking)

Intentionally spreading computer viruses or programs that loop repeatedly, or for the purpose of

infiltrating a computer without authorization or damaging or altering without authorization the software components of a computer or computer system.

Downloading unauthorized games, programs, files, electronic media, and/or stand‐alone applications

from the Internet that may cause a threat to the network.

Disconnecting or rerouting network cabling or equipment.

Appropriate use of materials

We respect the rights of copyright owners. Copyright infringement occurs when an individual inappropriately reproduces a work that is protected by copyright. Contact your teacher if you are unsure whether material is copyrighted. The district has taken precautions to restrict access to inappropriate materials through a filtering and monitoring system. However, it is impossible to control access to all data which a user may discover. It is the user’s responsibility not to initiate access to inappropriate material. Any site or material that is deemed inappropriate should be reported immediately to the teacher. District Hardware and Software Students assigned district hardware must take care of the equipment, ensuring its security when not in use. Students will be charged for damage to District hardware if it is determined care was not exercised. This includes laptops, printers, PDAs, iPods or any other electronic hardware issued to the student. Only district‐approved district software may be loaded on the equipment.

42

Only district owned or leased equipment will be permitted to run on the network; all unauthorized equipment will be confiscated.

Discipline Students who engage in unacceptable use may lose access to the district computers and may be subject to further discipline in accordance with the student code of conduct.

_______________________________ ______________________ _________________ (Parent/Guardian Initials) School Date

july 16-august 17 · 2017. 6. 1. · elves and the shoemaker (fairy tale) where the wild things are...

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