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Parent Communicator

  Morning Line-Up /Dismissal Schedule & Entrance / Exit Doors

Grades

Morning Line-up

Dismissal

Kindergarten

8:00a.m.- Auditorium Only Students

First week  in schoolyard

2:15p.m. – Auditorium

Parents enter thru schoolyard to the auditorium and exit thru schoolyard

Grade 1

8:00a.m.- Enter thru schoolyard Door #7

Students free flow to classroom

First week  in schoolyard

2:15p.m. – Schoolyard Door #7

Parents wait in schoolyard and pick-up outside

Grade 2

8:00a.m.– 51st Street Side Door #5

Students free flow to classroom

2:15p.m. – 51st Street Side Door #5

Parents pick-up outside

Grade 3-5

8:00a.m. – Schoolyard Middle Doors

Students free flow to classroom

2:20 p.m. - Main Entrance

Parents pick-up outside

Breakfast at 7:15 a.m. – Students go to cafeteria thru 50th street side door

Doors will open at 7:55 a.m.

Late Pick-Up – Cafeteria: Students wait in cafeteria near 50th street side and Parents enter thru 50th street side door #4 to pick up students

Marking Period Reading Benchmarks

2014-2015

 

 September

November

March

June

Kindergarten

Emergent story books and Shared Reading

1=Concepts of Print, Emergent

2=A

3=B

4=C

1=A or below

2=B

3=C

4=D or above

1= B or below

2= C

3= D

4= E or above

Grade 1

1=B or below

2=C

3=D

4=E or above

1=D or below

2=E

3=F

4=G or above

1=F or below

2=G

3=H

4=I or above

1= H or below

2= I

3= J

4= K or above

Grade 2

1=H or below

2=I

3=J/K

4=L or above

1=I or below

2=J

3=K

4=L or above

1=J or below

2=K

3=L

4=M or above

1= K or below

2= L

3= M

4= N or above

Grade 3

1=K or below

2=L

3=M

4=N or above

1=L or below

2=M

3=N

4=O or above

1=M or below

2=N

3=O

4=P or above

1= N or below

2=O

3=P

4=Q or above

Grade 4

1=N or below

2=O

3=P

4=Q or above

1=O or below

2=P

3=Q

4=R or above

1=P or below

2=Q

3=R

4=S or above

1=Q or below

2=R

3=S

4=T or above

Grade 5

1=Q or below

2=R

3=S

4=T or above

1=R or below

2=S

3=T

4=U or above

1=S or below

2=T

3=U

4=V or above

1=T or below

2=U

3=V

4=W or above



















































P.S.94 Grading Policy

In an effort to be clearer to students and parents regarding what constitutes a level grade, we are going to use number grades to inform students and parents where our students stand academically. The following policies are in accordance with NYS and NYC policies.

All K-5 students will receive progress reports and report cards using the New York State levels 1 to 4. Note below the explanation of those levels.

Grades 3 – 5:  Yearly grade promotional criteria will be based on three components:

·         classroom work and portfolios

·         New York State standardized test scores ( a 2 is required for promotion) 

·         90% attendance

We will use a grade scale of 100 points that correlates to the New York State four-point grade scale. The section below explains the grade scale conversion:

  • 4: (90 -100) exceeds grade level standards
  • 3: (80 – 89) meets grade level standards
  • 2: (65 -79) approaches grade level standards
  • 1: (64 and below) far below grade levels

Honor Roll
Students will be awarded honor roll certificates based upon achieving levels 3 or higher in all subjects in grades K through 5.


 

Classwork/Participation – 25%

Students are expected to engage in their own learning and participate in classroom discussion as outlined in the Speaking & Listening CCLS.  The development of oral skills, listening skills and group skills such as interacting and cooperating with peers and teachers is crucial. Classroom participation includes active learning in a group, one on one, peer assessment, and self-assessment.  Presentations must be assessed with rubrics.

 

Project Based Learning (PBL)– 25%

In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. Rigorous projects help students learn key academic content and practice 21st Century Skills such as collaboration, communication & critical thinking.  These projects and products will be used to evaluate how students address community issues, explore careers, interact with adult mentors, use technology, and present their work to audiences. Rubrics used for grading projects/products shall reflect mastery of common core learning standards

 

Tests/Quizzes/ Assessments – 20%

Standardized test results from NYSED and NYC as well as teacher created tests, end of unit test and student-generated tests used for grading a students’ mastery of common core learning standards by grade level.

 

Homework – 20%

Homework assignment is meaningful and purposeful. It extends, reinforces and connects to class work. Homework is collected daily, and reviewed for assessing the degree of learning that is taking place. Individual conferences regarding homework are advisable.

  • Teachers:

o   Explain the homework policy to children and to parents.

o   Make expectations clear regarding completeness and neatness of assignments.

o   Explain consequences for not doing homework.

o   Set up a system for checking written homework and for informing   parents and students about what the system.

 

 

Attendance – 10%

Attendance is very important for mastery of material. Therefore, absences will affect the quarterly grade.  In addition, punctuality is expected from every student. Students will be encouraged to develop good habits of attendance, beginning with their first school experience. The attainment of at least 90% attendance is a goal that should be discussed with parents in order to enlist and maintain their understanding and support of the importance of good attendance.

Attendance Grading Policy **

4: three or fewer absences

3: four to nine absences

2: ten to eighteen absences

1: nineteen or more absences (Fails promotional criteria)

** Three times tardy can equal one official absence.

 

Makeup Work and Incomplete Grades

Students shall be permitted to make up assignments and tests without grade penalty after an absence. Giving zeros as a grade is not a best practice, and, therefore, a zero can be recorded only after a parent call/notification has been made, and the student has been given two days for every day missed or two days after parent notification to complete the assignments or tests.

 

Late Work

Students must be given at least one opportunity to submit late work not related to an absence.

 


 

Portfolios

Portfolios are a method of reporting through using work samples, and are an extension of the traditional report card form that is usually issued to students. The portfolio process celebrates student accomplishments by thoughtfully describing the learner.  Portfolios will be used as an assessment tool as they reveal information about students that cannot be seen through standardized tests.

Work in a portfolio represents the student's best work (selected by teacher and student) and may include:

·         Writing Samples of various genres - opinion, narrative, explanatory, expository, and persuasive.  Drafts and revisions should be included, along with the final copy to show student progress.

·         Reading logs and responses

·         Math Exemplars that demonstrate how a student solved math problems

  • Objective observations with teacher's comments regarding a student's work.  Observations should be dated and include a statement explaining the context under which the observation was made. No personal opinions.
  • Students should have access to their portfolios at different points in the year and make comments about the work. Students can explain why they like or dislike a particular piece of work or whether they would change anything about it. If the student was the one who selected the work, she can reflect on why she chose that sample. The comments a student makes are added to the portfolio.
  • Teachers can add statements about why they chose to include specific samples of work. The teacher can also explain what the work sample shows about the student's achievement of curriculum objectives.