Welcome Back To School
Palmyra Elementary School
 Introductions
 Education
is Changing
 Encourage Continued Parent
Involvement
TONIGHT’S PURPOSE
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Missouri Learning Standards
◦ Also known as the Common Core
◦ A transition from state-created Standards to
most of the U.S. using the same Standards
◦ Pockets of groups with concerns regarding
these Standards
◦ See handout
MISSOURI LEARNING STANDARDS
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I CAN Read and Understand Fiction
I CAN Read Fluently, Accurately and With
Expression.
I CAN Make My Writing Better
I CAN Use Research to Help My Writing
I CAN Use Multiplication and Division to
Help Me Understand Math
I CAN STATEMENTS
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Kindergarten, First, and Second Grade are
and will continue to use STANDARDS-BASED
GRADING.
Third and Fourth Grade will look to move to
Standards-Based Grading
STANDARDS-BASED GRADING is an agreed
upon standard (Missouri Learning Standard)
that a student should know and be able to
do.
GRADING POLICY
I can count to 100 by ones and tens.
(Kdg)
 I can use strategies to solve addition word
problems.
 I can multiply a fraction by a whole
number.
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EXAMPLES OF STANDARDS
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(M) Mastery—made adequate progress
toward independently demonstrating
mastery of standard.
(P) Progressing Toward Mastery—This is
an area of concern.
**--Introduced But Not Assessed
X—Indicates Modified Curriculum
Not Marked—Standard was neither taught
or assessed
MARKING SYSTEM
A focus on mastering content STANDARDS
instead of a grade.
 The grade card will focus on what
students will be and are able to do.
 Evidence is not based on just one sample
of student work. However teachers will
use mounting evidence to determine if the
child understands that skill.
 Teacher use record keeping that informs
instruction
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STANDARDS-BASED GRADING
This system encourages student reflection
and responsibility for learning.
 The greatest advantage is that the focus
is on student achievement
 Averages and percentage scores can be
misleading
 The feedback for SBG is clearer than if
you use letters, percentages, or numbers.
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STANDARDS-BASED GRADING
One of the challenges with this is the
amount of content expected to be covered
with these grade levels.
 As the student becomes more
independent, the expectation grows.
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THIRD AND FOURTH GRADE
CHALLENGES
Palmyra Elementary believes that all
students can learn.
 Our system of instruction has changed to
provide support for all students to learn at
high levels.
 THIS IS A TEAM EFFORT. No longer do
teachers teach in one room school
houses.
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MASTERY FOR ALL STUDENTS?
CLASSROOM IN 1900
PES CLASSROOM 2013
PES CLASSROOM 2013
General Education teacher
 In addition a Title teacher or a Special
Education teacher will be the classroom
for the day or will come in for a portion of
the day.
 All teachers work with all students.
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OUR WORK IS A TEAM APPROACH
Students will not change classes for
reading.
 However, if students need additional
support, all teachers work together to
work with students in small group.
 This intervention will be based on
students and their mastering of the
Standards.
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OUR WORK IS A TEAM APPROACH
FOR EXAMPLE CONSIDER A
TYPICAL CLASS OF PANTHERS. . .
FOR EXAMPLE CONSIDER A
TYPICAL CLASS OF PANTHERS. . .
FOR EXAMPLE CONSIDER A
TYPICAL CLASS OF PANTHERS. . .
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So how do teachers determine who they
work with when?
◦ Keeping STANDARDS in mind, they work with
students based on that child’s progress in
learning those STANDARDS.
◦ One or two STANDARDS AT A TIME.
REMEMBER WE MENTIONED
STANDARDS-BASED GRADING?
Title schools are those that have a high
percentage of students living in poverty,
 PES has 42% of their students participate
in the free or reduced meal program.
 This percentage then allows us to serve
all students in the building who need
academic support.
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PES IS A TITLE I BUILDING
THIS GUY SURE GETS ATTENTION
AROUND HERE!
 Practice
Safety
 Accept Responsibility
 Welcome Kindness
 Show Respect
PAWS IS AN ACRONYM FOR OUR
CORE VALUES
Students today may not have had the
opportunity to learn acceptable behavior.
We must not assume students know the
behaviors and social skills that lead to
success at school and in life.
 Behavior is learned, therefore, responsible
behavior can be taught
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WE BELIEVE
Before behavior change can occur, we
must use positive approaches that
strengthen teacher-student relationships.
 Student discipline is a sharing
responsibility and requires a combined
effort by all staff.
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WE BELIEVE
Using PAWS in our language with
students.
 Teaching lessons to students in all
settings of the building.
 Reinforce positive behavior through
rewards and incentives.
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WE SUPPORT OUR PAWS BY. . .
Discouraging Undesired Behavior through
reteaching, redirecting, providing choices,
conferencing, proximity, nonverbal cues,
and ignoring/attending/praising.
 Using Consistency
 Not using threats and sarcasm
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WE SUPPORT OUR PAWS BY. .
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School-Parent Compact
Parent Involvement Policy
Sight Words
Use our PBS Language
Understand our need for teacher
collaboration time.
Teach appropriate behavior. Don’t
assume they know.
WHAT IS MY ROLE AS A PARENT?