1. WELCOME TO BACK TO SCHOOL NIGHT!!!
MRs. Wynne
6th Grade Math & Science
*Please be sure to sign
in by the door!*

2. Introducing Mrs. Wynne This is the start of my 17th year as a teacher
National Board Certified Teacher in Early Adolescence Mathematics
I have a clear multiple subject credential and a middle school math supplemental credential
B.A. in Anthropology from UCLA
Master’s degree in Education from Pace University in New York City.
Alumni of the Teach For America program.
Began my career teaching eighth grade math in the South Bronx, New York for two years.

3. Schoology Access Schoology through your LAUSD Passport account.
Sign up at:
Or, you can google “LAUSD Passport” to find the website.
Using Schoology you can access your child’s grades at any time from any device that has internet.
If you haven’t already, log into Schoology! 

4. Step 1: Create a
Passport account

5. Step 1: Create a
PASSport account

6. Step 2: Log in to PASSport

7. Step 3: Link your child to your Passport account.
*You will need their District ID #.

8. Step 4: Get to Schoology

9. Step 4: Get to Schoology

10. Mastery Grading
Students’ grades are based on how well they have mastered specific learning targets, based on state standards.
Each learning target will have two assessments that allow students to demonstrate how well they have mastered that learning target.
Homework and class work will still be given, however they will not have an impact on students’ academic grade. Instead, their work habits grade will reflect how well they completed these assignments.

11. Learning Target Assessments
All students take two assessments for each learning target in class.
Looked at together, these assessments will demonstrate the level of understanding a student has attained on that learning target.
If a student does not do well on the assessments for any of the learning targets they will be given the opportunity to retake the assessment.

12. Retaking Assessments
For each learning target a third assessment opportunity will be offered during lunch and after school.
The retake dates will be posted on the Schoology calendar.
When they show up for the retake they must have:
Corrections from their last assessment
The assigned re-teaching assignment that helps them to relearn and review the standards addressed in the learning target (attached on Schoology).

13. Learning Target Rubric
For each learning target students will be given an assessment that will be graded on a scale of 1 to 4.
Score
Level
Description 4
Mastery
Indicates that a student has demonstrated a mastery of the learning target. They achieved everything in the target and show understanding beyond what was expected. 3
Proficiency
Indicates that a student has demonstrated a proficiency of the learning target. They have clearly demonstrated that they have achieved all the goals of the learning target. 2
Approaching Proficiency
Indicates that a student is approaching proficiency of the learning target. Students can recall facts or follow procedures, but they struggle with connecting what they know to real world applications. 1
Beginning Proficiency
Indicates that a student has a beginning proficiency of the learning target. Students struggle to recall facts, information, or follow procedures. They are not yet able to process information, even at a very low level. Student not meeting grade level standards.
Not Yet Proficient
Indicates that a student is not yet proficient in the learning target. Student made made no attempt, the answer is random, or no knowledge of the content is present.
Score
Level
Description 4
Mastery
Indicates that a student has demonstrated a mastery of the learning target. Students can investigate and process multiple conditions of a problem. 3
Proficiency
Indicates that a student has demonstrated a proficiency of the learning target. Students can reason and develop a plan or a sequence of steps, with some complexity. Students can use information or conceptual knowledge to solve problems with two or more steps. 2
Approaching Proficiency
Indicates that a student is approaching proficiency of the learning target. Students can recall facts, information, or procedures and process information on a basic level. 1
Beginning Proficiency
Indicates that a student has a beginning proficiency of the learning target. Students struggle to recall facts, information, or procedures. They are unable to process information, even at a very low level. Student not meeting grade level standards.
Not Yet Proficient
Indicates that a student is not yet proficient in the learning target. Student made made no attempt, the answer is random, or no knowledge is present.

14. Academic Grades COURSE GRADE CRITERIA A B C D F COURSE GRADE CRITERIA
Student has earned Mastery in the majority of the learning targets and has not earned anything lower than a Proficiency in the other learning target(s). B
Student has earned at least Proficiency in most of the learning targets and has not earned anything lower than Approaching Proficiency in the other learning target(s). C
Student has earned at least Proficiency in half of the learning targets and has not earned anything lower than Beginning Proficiency in the other learning target(s). D
Student has earned at least Approaching Proficiency in half of the learning targets and has earned a combination of Beginning Proficiency and Not Yet Proficient in the other learning target(s). F
Student has earned at less than Approaching Proficiency in most of the learning targets.
COURSE GRADE
CRITERIA A
Student has earned a 4 in at least three of the six learning targets that semester and has not earned anything lower than a 3 in the other learning targets. B
Student has earned at least a 3 in all the learning targets. C
Student has earned at least a 3 in three of the six learning targets and has not earned anything lower than a 2 in the other learning targets. D
Student has earned at least a 2 in four of the six learning targets. F
Student has earned a 1 in two or more learning targets.

15. Fall Math Learning Targets
Student understands ratio concepts and uses ratio reasoning to describe the ratio relationship between two quantities and can find the unit rate.
Student understands ratio concepts and uses ratio reasoning to solve real-world and mathematical problems using tables and the coordinate plane, unit rate, percents, and converting measurement units.
Student can apply and extend previous understandings of multiplication and division to divide fractions by fractions.
Student can compute fluently with multi-digit numbers and find common factors and multiples.
Understand that positive and negative numbers are used together to describe quantities having opposite directions or values, recognize reflections, and graph in all four quadrants and on number lines.
Student understands ordering and absolute value of rational numbers, and solve real-world problems by graphing points in all four quadrants, and use coordinates and absolute value to find distances between points with the same first or the same second coordinate.

16. Spring Math Learning Targets
Student can apply and extend previous understandings of arithmetic to algebraic expressions.
Student can reason about and solve one-variable equations and inequalities.
Student can represent and analyze quantitative relationships between dependent and independent variables.
Student can solve real-world and mathematical problems involving area and volume.
Student can solve real-world and mathematical problems involving polygons in the coordinate plane, nets, and using nets to find the surface area.
Student can demonstrate understanding of statistical variability and can summarize and describe distributions.

17. Common Core Standards
Drafted by experts and teachers from across the country.
Designed to ensure students are prepared for today’s entry-level careers, freshman-level college courses, and workforce training programs
Moves beyond only asking students to memorize a bunch of steps to get to an answer.
Asks students to think critically about math.
Students will discuss, compare, and argue their solutions to math problems.

18. Fall Science Learning Targets
Students can apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.(NGSS standard MS-PS3-3)
Students can plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. (NGSS standard MS-PS3-4)
Students can construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. (NGSS standard MS-PS3–5)
Students can conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. (NGSS standard MS-LS1-1)
Students can develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. (NGSS standard MS-LS1-2)
Students can use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. (NGSS standard MS-LS1-3)
Students can gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. (NGSS standard MS-LS1-8)

19. Spring Science Learning Targets
I can use an argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. (NGSS standard MS-LS1-4)
I can construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. (NGSS standard MS-LS1-5)
I can develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. (NGSS standard MS-LS3-2)
I can develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. (NGSS standard MS-ESS2-4)
I can develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates and can collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. (NGSS standards MS-ESS2-6 and MS-ESS2-5)
I can apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. (NGSS standard MS-ESS3-3)
I can ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. (NGSS standard MS-ESS3- 5)

20. Science NGSS Curriculum
Meant to move away from the traditional textbook based approach
Fewer “cookbook labs” where students follow a procedure laid out by the teacher to answer a question posed by the teacher.
Moving towards having students develop their own questions based on the curriculum, make a claim that attempts to answer their question, and then devise a way to test their questions through scientific inquiry
They are still learning science curriculum. They will still be reading and answering questions. But we’re moving away from that being the bulk of what students do in science class.

21. Homework and Class Work
Homework is given most school days (sometimes Fridays).
Homework and class work are NOT a part of students’ academic grade.
Homework and class work ARE a part of students’ work habits grade
Homework for my combined two classes shouldn’t take more than 30 minutes of consistent work.
I try my best to give a reasonable amount of homework while also assuring that students are getting the necessary practice they need.
If their homework is taking longer than 30 minutes, have them STOP. Sign their assignment.

22. Work Habits Grade GRADE CRITERIA E
Student completed 90% or more of the homework and classwork assigned. S
Student completed 60% to 89% of the homework and classwork assigned. U
Student completed less than 60% of the homework and classwork assigned.

23. Agenda Book This is where students write down their homework everyday.
Please check the agenda daily and verify that their homework is being completed.
If their agenda is often blank, something is up!
You can keep track of the time your child spends on their homework at the bottom of the agenda. This will help us monitor if the amount of homework given is appropriate.

24. Math Work Students must show their work in order to receive credit.
If a student is confused about a question, just have them try their best. Effort counts as credit!
I grade homework and classwork based on completion, not “correctness”. Assessments are where having the right answer counts.
We go over the work so students can see and correct their mistakes, and (most importantly) ASK QUESTIONS!

25. Science Work
For all questions being answered, students must write in complete sentences and restate the question when answering the question. They should not copy down the question.
They don’t need to have the perfect answer (just like real scientists don’t always have the “right” answer), but I do want to see that the students have thought logically about their response, rather than just writing something random down.
Most projects are completed in class.

26. Cooperation Grade
GRADE
CRITERIA E
Student raises hand to speak in class discussions, contributes ideas during group work and stays on task, starts assignments readily, and is eager to learn. Student has all absences excused and has no more than 1 tardy. S
Student sometimes talks out of turn in class, sometimes contributes ideas during group work and usually stays on task, usually ready to learn. Student has only 1 or 2 absences unexcused and 2 tardies. U
Student talks over the teacher and/or classmates during whole group instruction, does not participate in group work, gets out of seat without permission, disruptive. Student has more than 2 absences unexcused and 3 or more tardies.

27. Grades
About every 5 weeks your child will receive a Portola progress report with all of their grades. This should be signed and brought back to the students’ homeroom teachers the next day as proof that they have shown you their grades.
Progress reports go out around the 5th, 10th, & 15th week of each semester.
The 20th week is their official report card which goes into their transcript.

28. Honors Classes
Officially, there are no honors math classes in the sixth grade.
There ARE honors classes in sixth grade English, science, and social studies, so in sixth grade honors students are grouped together for math.
All sixth grade students take a test at the end of the year that determines their placement for seventh grade math
Seventh graders take either general, honors, OR accelerated CCSS math.

29. Getting Help
Have students make an appointment during class to see me after school.
Encourage your child to ASK QUESTIONS in class! 
I work hard to ensure that my classroom is a safe environment where students feel comfortable to take risks and make mistakes.
If they express to you that they are nervous or maybe need some encouragement, reach out to me. I want to make sure every child is getting what they need to be successful.

30. How to contact me: *The FASTEST way to reach me is through email*
You can send me messages through your parent account on Schoology as well.
You are also able to me through the school website:
Or, call the main office and leave a message:
(818)

31. Emailing the Teacher… I welcome email from parents at anytime
For questions about assignments and especially grades I recommend having your child me personally.

32. Teacher Wish List? Paper, paper, and more paper Tissues Crayons
Glue sticks
Colored copy paper
Rolls of scotch tape

33. Friends of Portola
FOP is our parent volunteer group which exists to provide financial and volunteer support to the students, faculty, and administration.
FOP helps pay for supplies, equipment, and even salaries! (Suzy Miller)
They also pay for field trips and after school enrichment!
They put on events for students and staff.
They’re here to make Portola better.
THEY NEED YOUR HELP!

34. If you haven’t already, please sign the sign-in sheet before leaving!
Thank You for Coming to Back to School Night!!!
If you haven’t already, please sign the sign-in sheet before leaving!