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Academic Standards and Grade ReportsAcademic Standards and Grade Reports(es)

Homework

Homework is an important element of a well rounded K-8 educational experience. If purposeful, it can help students build fluency and master essential skills. Homework provides an opportunity for practice and reinforcement, while indirectly serving as a communication path between school and home. The approach to homework should mirror our emphasis on “whole child” development. This information below articulates our homework philosophy in District 59.

Homework Practices in District 59

The purpose and expectations should be clear to students, staff, and parents.
Homework should be relevant, connected to the learning outcomes, and allow for choice.
Assignments should promote fluency and mastery of essential skills.
Homework should be able to be completed independently or with minimal support.
Homework completion should not be reliant on home resources (internet, materials, assistance).
The amount of time spent on homework should preserve time for participation in family, community, and other extracurricular activities and should not negatively impact child/parent/guardian/home relationships.
Below, you will see an estimate of the amount of time each week a student is likely to spend on homework. In addition, daily self-selected reading, either independently or through read aloud, is a habit we want to instill in order to help students enjoy reading for pleasure, entertainment, or to gain information.

  • Grades K-1: 20 – 60 minutes per week
  • Grades 2-3: 1 -2 hours per week
  • Grades 4-5: 2 to 4 hours per week
  • Grades 6-7-8: 4 to 6 hours per week

School personnel are interested in ensuring the quality of the homework that is assigned. Each child is different, and in some instances homework assignments will need to be modified to allow for differences. Should you experience a problem or have a question about the District’s homework guidelines, please contact your child’s teacher as soon as possible.


Report Cards

The District follows a trimester grade reporting system for elementary students, and a quarterly grade reporting system at the junior high level. Report cards will be distributed to families on or about the following dates:

  Elementary (K – 5)

  Traditional Calendar       

Junior High Ridge Family Center

for Learning 

Balanced Calendar

December 2, 2016 November 11, 2016 November 11, 2016
March 10, 2017 February 3, 2017 March 3, 2017
                     June 16, 2017 April 13, 2017 June 15, 2017
June 16, 2017


Grades and Definitions

Academic progress will be based upon a child’s mastery of grade level goals. Academic grades include:

4 –  Exceeds standards for grade level
3 –  Meets standards for grade level
2 –  Making progress towards meeting standards
1 –  Does not meet standards
X  Not evaluated this reporting period
A – Excellent: Demonstrates excellent scholarship at the student’s level of instruction
B –  Above Average: Is doing above average work and achieves at a high level
C –  Average: Exhibits mastery of basic skills at the student’s level of instruction
D –  Below Average: Is doing below average work at the student’s level of instruction.
F –  Failing: Has not met the minimum requirements of the course objectives at the student’s level of instruction
S –  Satisfactory: Is progressing at a satisfactory level
U – Unsatisfactory: Is not progressing at a satisfactory level

Social and emotional development as well as work habits are rated using the following descriptors: exceeds, satisfactory and needs improvement.

Parents are encouraged to request a conference with their child’s teacher if additional information is desired.

At times with the knowledge of a parent/guardian, a child’s curriculum may be modified to address the learning needs of the individual student.


Student-Led Conferences

In District 59, students are an important part of conferences. In the fall, Goal Setting conferences allow students, parents and teachers to meet to discuss learning. The students identify academic and social goals along with plans to achieve them. In the winter, students lead their own self-assessment conferences where they demonstrate what they have learned and share this with their parents and teachers. In addition, students set goals to take them through the end of the year. At any time during the year, parents are encouraged to contact teachers for phone or in-person conferences to discuss progress or share concerns.


Participation in End of the School Year Special Events

Each of the junior high schools will have academic standards or requirements that must be met in order for eighth grade students to be eligible for the major year-end activities; specifically the class trip, the class party and the graduation ceremony. Those standards will be communicated in writing at the building level.

Eighth grade students who commit major infractions of school rules or who are involved in a pattern of ongoing disciplinary problems may lose the privilege to attend the class trip, the class party or the graduation ceremony.

No discrimination or punishment of any kind, including the lowering of grades or exclusion from classes, may be exercised against a student whose parent(s)/guardian(s) are unable to pay required school fees. However, failure to pay fees related to damage or loss of district-owned materials and equipment will result in the denial of school privileges (such as participation in extracurricular activities, summer school, inter-sessions, special after-school programs, social events, or graduation ceremonies). In addition, the District may contact a collection agency to assist in the collection of unpaid fees or pursue other legal means to collect unpaid fees. Families who have not paid their fees and become eligible for a waiver during the school year remain responsible for payment of applicable fees as referenced above.


Response to Intervention (RTI)

Multi-Tiered System of Support (MTSS)
A Multi-Tiered System of Support (MTSS) includes all students. It is a process that provides high-quality, research-based instruction based on learner needs. Needs are identified by screening and monitoring students’ progress. Adjustments to instruction and interventions are based on students’ performance and rate of success. MTSS promotes a well-integrated system, connecting general, gifted, and special education with intervention and enrichment services. MTSS provides high-quality, outcomes based instruction and intervention that is matched to students’ academic, social and behavioral needs. Response to Intervention (RtI) still remains part of our process as we problem solve.

Key Elements Of MTSS:

  • Multi-tiered model of service delivery
  • Instructional decisions consider both academic and social/emotional needs
  • Progress-monitoring data is collected and utilized frequently to change instruction
  • Research-based intervention and supports and strategies are utilized
  • Progress is monitored frequently
  • A continuum of supports and interventions

Potential Benefits Of MTSS:

  • Improving education for ALL students
  • Viewing the whole child when making instructional decisions
  • Encouraging collaboration among educators and parents
  • Providing instructionally relevant information through frequent progress monitoring and benchmarking

Role Of The Parent/Guardian in MTSS:
Parents play a critical role in supporting their child’s education. Parents can be involved in the process by communicating concerns to their child’s teacher, providing context and insight into their child’s learning and development and assisting with identified interventions at home.


Promotion, Retention, and Remediation

Decisions regarding promotion, retention, or remediation shall be based on a student’s successful completion of the curriculum, attendance, performance on standard achievement tests, or other testing criteria as determined by the Board of Education and a careful evaluation of the advantages and disadvantages of alternatives. Decisions to retain a student shall be made by the building principal after consultation with the teacher, parents, and members of the building support team (i.e., psychologist, social worker, instructional resource staff, etc.) pursuant to Board policy.

A child may not be promoted based upon age or any other social reasons unrelated to his/her academic performance. A Remedial Assistance Plan will be developed for a child who is at risk of not being promoted to the next grade level. This Plan may be developed at any time during the school term. The building support team is responsible for developing the Remedial Assistance Plan with strategies identified to address the child’s academic, social, emotional, and physical growth patterns.

At the completion of the Remedial Assistance Plan, the child’s academic, social, emotional, and physical growth will be evaluated to determine if the child is eligible to advance to the next grade level. The District’s promotion policy does not apply to special education students unless indicated within a student’s IEP.

Return to Index

Homework

Homework is an important element of a well rounded K-8 educational experience. If purposeful, it can help students build fluency and master essential skills. Homework provides an opportunity for practice and reinforcement, while indirectly serving as a communication path between school and home. The approach to homework should mirror our emphasis on “whole child” development. This information below articulates our homework philosophy in District 59.

Homework Practices in District 59

The purpose and expectations should be clear to students, staff, and parents.
Homework should be relevant, connected to the learning outcomes, and allow for choice.
Assignments should promote fluency and mastery of essential skills.
Homework should be able to be completed independently or with minimal support.
Homework completion should not be reliant on home resources (internet, materials, assistance).
The amount of time spent on homework should preserve time for participation in family, community, and other extracurricular activities and should not negatively impact child/parent/guardian/home relationships.
Below, you will see an estimate of the amount of time each week a student is likely to spend on homework. In addition, daily self-selected reading, either independently or through read aloud, is a habit we want to instill in order to help students enjoy reading for pleasure, entertainment, or to gain information.

  • Grades K-1: 20 – 60 minutes per week
  • Grades 2-3: 1 -2 hours per week
  • Grades 4-5: 2 to 4 hours per week
  • Grades 6-7-8: 4 to 6 hours per week

School personnel are interested in ensuring the quality of the homework that is assigned. Each child is different, and in some instances homework assignments will need to be modified to allow for differences. Should you experience a problem or have a question about the District’s homework guidelines, please contact your child’s teacher as soon as possible.


Report Cards

The District follows a trimester grade reporting system for elementary students, and a quarterly grade reporting system at the junior high level. Report cards will be distributed to families on or about the following dates:

  Elementary (K – 5)

  Traditional Calendar       

Junior High Ridge Family Center

for Learning 

Balanced Calendar

December 2, 2016 November 11, 2016 November 11, 2016
March 10, 2017 February 3, 2017 March 3, 2017
                     June 16, 2017 April 13, 2017 June 15, 2017
June 16, 2017


Grades and Definitions

Academic progress will be based upon a child’s mastery of grade level goals. Academic grades include:

4 –  Exceeds standards for grade level
3 –  Meets standards for grade level
2 –  Making progress towards meeting standards
1 –  Does not meet standards
X  Not evaluated this reporting period
A – Excellent: Demonstrates excellent scholarship at the student’s level of instruction
B –  Above Average: Is doing above average work and achieves at a high level
C –  Average: Exhibits mastery of basic skills at the student’s level of instruction
D –  Below Average: Is doing below average work at the student’s level of instruction.
F –  Failing: Has not met the minimum requirements of the course objectives at the student’s level of instruction
S –  Satisfactory: Is progressing at a satisfactory level
U – Unsatisfactory: Is not progressing at a satisfactory level

Social and emotional development as well as work habits are rated using the following descriptors: exceeds, satisfactory and needs improvement.

Parents are encouraged to request a conference with their child’s teacher if additional information is desired.

At times with the knowledge of a parent/guardian, a child’s curriculum may be modified to address the learning needs of the individual student.


Student-Led Conferences

In District 59, students are an important part of conferences. In the fall, Goal Setting conferences allow students, parents and teachers to meet to discuss learning. The students identify academic and social goals along with plans to achieve them. In the winter, students lead their own self-assessment conferences where they demonstrate what they have learned and share this with their parents and teachers. In addition, students set goals to take them through the end of the year. At any time during the year, parents are encouraged to contact teachers for phone or in-person conferences to discuss progress or share concerns.


Participation in End of the School Year Special Events

Each of the junior high schools will have academic standards or requirements that must be met in order for eighth grade students to be eligible for the major year-end activities; specifically the class trip, the class party and the graduation ceremony. Those standards will be communicated in writing at the building level.

Eighth grade students who commit major infractions of school rules or who are involved in a pattern of ongoing disciplinary problems may lose the privilege to attend the class trip, the class party or the graduation ceremony.

No discrimination or punishment of any kind, including the lowering of grades or exclusion from classes, may be exercised against a student whose parent(s)/guardian(s) are unable to pay required school fees. However, failure to pay fees related to damage or loss of district-owned materials and equipment will result in the denial of school privileges (such as participation in extracurricular activities, summer school, inter-sessions, special after-school programs, social events, or graduation ceremonies). In addition, the District may contact a collection agency to assist in the collection of unpaid fees or pursue other legal means to collect unpaid fees. Families who have not paid their fees and become eligible for a waiver during the school year remain responsible for payment of applicable fees as referenced above.


Response to Intervention (RTI)

Multi-Tiered System of Support (MTSS)
A Multi-Tiered System of Support (MTSS) includes all students. It is a process that provides high-quality, research-based instruction based on learner needs. Needs are identified by screening and monitoring students’ progress. Adjustments to instruction and interventions are based on students’ performance and rate of success. MTSS promotes a well-integrated system, connecting general, gifted, and special education with intervention and enrichment services. MTSS provides high-quality, outcomes based instruction and intervention that is matched to students’ academic, social and behavioral needs. Response to Intervention (RtI) still remains part of our process as we problem solve.

Key Elements Of MTSS:

  • Multi-tiered model of service delivery
  • Instructional decisions consider both academic and social/emotional needs
  • Progress-monitoring data is collected and utilized frequently to change instruction
  • Research-based intervention and supports and strategies are utilized
  • Progress is monitored frequently
  • A continuum of supports and interventions

Potential Benefits Of MTSS:

  • Improving education for ALL students
  • Viewing the whole child when making instructional decisions
  • Encouraging collaboration among educators and parents
  • Providing instructionally relevant information through frequent progress monitoring and benchmarking

Role Of The Parent/Guardian in MTSS:
Parents play a critical role in supporting their child’s education. Parents can be involved in the process by communicating concerns to their child’s teacher, providing context and insight into their child’s learning and development and assisting with identified interventions at home.


Promotion, Retention, and Remediation

Decisions regarding promotion, retention, or remediation shall be based on a student’s successful completion of the curriculum, attendance, performance on standard achievement tests, or other testing criteria as determined by the Board of Education and a careful evaluation of the advantages and disadvantages of alternatives. Decisions to retain a student shall be made by the building principal after consultation with the teacher, parents, and members of the building support team (i.e., psychologist, social worker, instructional resource staff, etc.) pursuant to Board policy.

A child may not be promoted based upon age or any other social reasons unrelated to his/her academic performance. A Remedial Assistance Plan will be developed for a child who is at risk of not being promoted to the next grade level. This Plan may be developed at any time during the school term. The building support team is responsible for developing the Remedial Assistance Plan with strategies identified to address the child’s academic, social, emotional, and physical growth patterns.

At the completion of the Remedial Assistance Plan, the child’s academic, social, emotional, and physical growth will be evaluated to determine if the child is eligible to advance to the next grade level. The District’s promotion policy does not apply to special education students unless indicated within a student’s IEP.

Return to Index

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