Presentation on theme: "1 MINIMUM COMPETENCIES FOR ELEMENTARY STUDENTS ENTERING MIDDLE SCHOOL BOARD OF EDUCATION STUDY SESSION OCTOBER 25, 2011."— Presentation transcript:
1 MINIMUM COMPETENCIES FOR ELEMENTARY STUDENTS ENTERING MIDDLE SCHOOL BOARD OF EDUCATION STUDY SESSION OCTOBER 25, 2011
2 DEVELOPMENT PROCESS Three elementary principals and their 6 th grade teacher teams drafted the specific competency skills in English-language arts and mathematics during August and early September. Louise Roachford-Gould, Principal, and the Creekside 6 th Grade Team Cheryl Nilmeyer, Principal, and the Larson 6 th Grade Team Celeste Bordner, Principal, and the Reese 6 th Grade Team
3 MINIMUM COMPETENCY SKILLS For Elementary Students Entering Middle School The sixth grade level standards represent the competency expectations for students entering middle school. The following skills and concepts represent the minimum expectations a student should achieve before exiting elementary school. Teachers, parents, and students should strive for the highest level of achievement at each grade level in order to be prepared for the rigorous curriculum in the secondary grades. These minimum competencies can serve as incremental steps toward mastery of grade level standards.
4 English/Language Arts Read grade level text fluently with appropriate comprehension. Identify the main idea from expository text and provide supporting evidence. Use correct capitalization, punctuation, and grammar. Write a five sentence paragraph with a topic sentence, three detail sentences, and a concluding sentence. Comprehend and use grade appropriate academic language.
5 Mathematics Know multiplication facts 0 – 12 with automaticity. Add, subtract, multiply and divide whole integers. Solve word problems using the four operations. Comprehend and use grade appropriate academic language.
6 SAMPLES OF TEACHER FEEDBACK Houston/Victor: Both elementary and middle school teachers agree these are appropriate minimum competencies. Houston and Victor teachers will be discussing the implementation and communication with students and parents. They feel the benchmarks, math mad minute tests, fluency tracking, and writing assessment provide the information needed to determine if students have met these competencies. Sutherland: Staff feel they are appropriate minimum competencies and would like posters to display as a visual reminder to all of these basic expectations.
7 SAMPLES OF TEACHER FEEDBACK Larson: Site teachers have planned specific interventions and after school support to help students meet these competencies. The Morning Math Facts Club and After School SIPPS Groups target 5 th and 6 th graders who need additional support. KRYPTO is a math facts game played each Wednesday to reinforce math facts for all. Teachers feel these will be a valuable tool in discussing expectations with parents in conferences regarding student retention. They also support the idea of posters as a visual reminder. Teachers do not require additional assessments – they have exactly what is needed already in place.
8 SAMPLES OF TEACHER FEEDBACK Ansel Adams: Site staff discussed the importance of these competencies being the responsibility of all grade levels. They plan to utilize the minimum expectations during Instructional Team Meetings (IST’s). They caution we must remember our expectations are much higher. Live Oak/Tokay Colony: Staff are very concerned that this sends a message our expectations are not as high as required by benchmarks and CST’s.
9 SAMPLES OF TEACHER FEEDBACK Oakwood: Teachers feel this might be best used as a checklist that starts with the student in the first grade to ensure students do not “fall through the cracks.” Clairmont: They are exploring only utilizing the minimum competencies with the students who are not meeting grade level standards. Thus, it makes the most sense to use them in conjunction with the promotion/retention process.
10 WHAT WILL WE DO FOR STUDENTS WHO HAVE NOT MET THESE COMPETENCIES BY THE END OF 6 TH GRADE? If sites utilize these competencies in collaboration with the retention process, students will be identified prior to the 6 th grade as requiring support and intervention. We can explore a required institute held in the summer between 6 th and 7 th grade for those students who have not met the minimum competencies. (This would require the utilization of Supplemental Hourly Funding – a sweepable Tier III budget item.)
11 ADDITIONAL FUTURE PLANS Site teams will continue to determine the best way to implement the minimum competencies. Posters may be printed for each elementary school. We are still exploring the value of displaying minimum competencies. Materials have been purchased for Title I schools to assist with teaching math facts. K-6 math workshops are being offered to all teachers on math facts and fractions. Further articulation opportunities will be explored for 6 th and 7 th grade, 8 th and 9 th grade teachers to meet and discuss these critical transitions for students.