Level Date Completed Activity Title Category Point

s

(K) 8/3/2010  LS - Utilizing Your Everyday Mathematics Game Kits During Tier 2 (Kdg. - 1st gr.)

Service to the Profession 3.00

(K) 4/28/2010  Jackson -April PLC Professional Education 0.67

(K) 4/5/2010  Jackson - April 5 Inservice Cultural Proficiency

Service to the Profession 7.50

(K) 2/25/2010  Jackson - Feb PD Professional Education 2.00

(K) 2/12/2010  Jackson - Feb 12 building inservice pm Professional Education 2.67

(K) 2/12/2010  LS - 1st Grade - Experiencing AIMS, AM @ 9:55

Professional Education 1.50

(K) 2/12/2010  LS - 1st Grade - Get Ahead in Math! AM @ 8:20

Professional Education 1.50

(K) 1/28/2010  Jackson - Jan PD Professional Education 2.00

(K) 1/25/2010  Title 1 - Facilitating Data Conversations Professional Education 2.00

(K) 1/19/2010  Jackson - Jan. 19 Heights feeder inservice am

Professional Education 3.00

(K) 12/17/2009  Jackson - Dec PD Professional Education 2.00

(K) 10/29/2009  Jackson - Oct PD Professional Education 2.00

(K) 10/28/2009  Jackson - October PLC Professional Education 0.67

(K) 10/26/2009  Title 1 - Facilitating Data Conversations Professional Education 2.00

(K) 9/30/2009  Jackson - Aug/Sept PLC Professional Education 2.01

(K) 9/28/2009  Title 1 - Facilitating Data Conversations Professional Education 2.00

(K) 9/24/2009  Jackson - Sept PD Professional Education 2.00

(K) 9/8/2009  LS - 1st Grade, PM - Everyday Math Training Professional Education 3.00

(K) 9/8/2009  Jackson - Sept. 8 Inservice am Professional Education 3.00

(K) 8/13/2009  Jackson - Aug. 13 Inservice am Professional Education 3.25

(K) 7/29/2009  LS - Reading Symposium IV with Adrienne Gear- Primary (PreK-2)

Service to the Profession 3.00

(K) 6/17/2009  LS - Elementary Math Summer Workshop - 1st Gr. Teachers 6/17/09

Professional Education 6.00

(K) 5/27/2009  Jackson - May PLC Professional Education 1.34

(K) 3/16/2009  SMART Fest 09 0.00(K) 2/25/2009  Jackson - Feb PLC Professional

Education 0.67

(K) 2/13/2009  LS - 2nd - Weaving Writing Throughout Your Day, PM @ 1:55

Professional Education 1.42

(K) 2/13/2009  LS - 2nd - Math/Science AIMS, PM @ 12:20 Professional Education 1.50

(K) 2/13/2009  Jackson - February 13th inservice am Professional Education 3.00

(K) 1/28/2009  Jackson - Jan PLC Professional Education 0.67

(K) 1/20/2009  LS - Elementary Reading Framework - WCRM - AM Session

Professional Education 3.00

MY LEARNING PLAN Professional Development Log2009-2010

9:15 - 9:25 Check in and share Pairs Compare activities9:25 – 9:30 Holiday Quiz-Quiz-Trade9:30 – 10:00 AIMS Web- math10:00 -10:30 AIMS Web- reading10:30 – 11:00 Intervention ideas11:00-11:15 Reflection

Professional Development

Teams will share Pairs Compare activities. Holiday Quiz-Quiz-Trade will focus on the Kagan strategy of the month. Data discussions will focus on AIMS WEB.

Quiz-Quiz-Trade – How might you use this structure of the month?

Digging into data Using classroom data Book study??? PD Reflection – Where are we

going next with PD?

What’s happening this week

Where we have been…

What’s taking shape…

Follow the link to enroll this week…

http://www.mylearningplan.com

What to bring:Computer (charged), Jackson

Notebook,

AIMS WEB data passed out Quiz-Quiz-Trade Simultaneous Round Table Round Robin EPR Intervention structures Data discussions Math and Reading core times

November 1, 2010Dear Parents/Guardians,On Friday, January 14, 2011, Val Jackson Elementary will host its third Annual Career Day. The Career Day planning committee is searching for participants to share knowledge and experiences related to a variety of jobs and careers. This is an all day event held to educate students about the different career options available once they graduate. There will be three morning presentations and four afternoon sessions, to accommodate your schedules. Each session will last for 30 minutes. We need your participation! Please consider volunteering for career day in any of the following areas. Planning Committee Host/Hostess Set Up/Clean Up Career Presenter for the following Occupation: ________________________________________I would like to suggest the following Business or Person to participate (Use the back side of this form if needed)_________________________________________________________________________________Contact Name, Number and or Email: __________________________________________________________________________________________________________________________________________________________________Val Jackson Parent Volunteer InformationName__________________________________________________________Child’s Name ___________________________________________________Child’s Teacher _________________________________________________I will present during the: Morning Session Afternoon Session BothContact InformationCompany Name ___________________________________________________________________Occupation _______________________________________________________________________Daytime Telephone Number _________________________________________________________Email Address _____________________________________________________________________

Tuesday September 14, 2010

Dear Credit Union of America Staff & Grant Selection Committee:

The first grade teachers and students at Jackson Elementary school would like to express our

appreciation for the $442.00 TGIF incentive. We were all elated when Ed Haynie presented us with

the check during an early morning staff meeting. What a great way to start off our day and most of

all our year!

This grant makes it possible for our students to receive a Time For Kids Magazine each month for the

entire school year. What a great way to bring the world right into our student’s hands.

On behalf of the First Grade team again we say Thank You! Your financial

support is greatly appreciated and will be put to good use.

Sincerely,

Traci Garcia First Grade Teacher & CUOA Member since 1994

Foster Grandparent Program

Aging Friendly Innovations: Wichita’s Best Practices

The following is a program, initiative, or project, within and

beyond the Wichita area, that serve as models to

communities anywhere of how to advance intergenerational

engagement.

Foster Grandparent Program Wichita, Kansas For more than

three decades, the Foster Grandparent Program has been providing opportunities for older

adults in Wichita to serve youth with special needs. The program, operated by Catholic

Charities, places foster grandparents in volunteer stations such as schools, shelters,

daycare centers and hospitals where they provide one-on-one attention to children reading

or exercising, tutoring, or even just talking and listening. The program provides nurturing

support for youth to help with their physical, psychological, educational and social

development, and instills an appreciation for the wisdom and caring support of older adults.

For foster grandparents, they are left with the satisfaction of making a positive contribution

to the community, along with a number of other benefits such as training sessions,

transportation assistance, and meals. Each year, foster grandparents provide more than

100,000 hours of service to youth in the Wichita community, and the program is sure to have

continued success in the future. By bringing together senior citizens and children who have

special or exceptional needs, the Foster Grandparent Program allows retired individuals to

engage in meaningful work that benefits them and children within the community.

A Lifetime of Experience

Foster grandparents and children with special or exceptional needs have been a rewarding

combination since the Foster Grandparent Program was brought to Wichita in 1977 and

Catholic Charities adopted it in 1981. The program was established to give retired

individuals opportunities to engage in meaningful work and to contribute to the development

children and youth with special or exceptional needs, by giving them positive individual

attention. The time spent together gives the grandparents a feeling of being needed.

With a lifetime of experience and a willingness to reach out to others in need, foster

grandparents have much to offer. The nurturing provided by foster grandparents helps

children make gains in their physical, psychological, educational and social development,

and to acquire a better self image. By spending time with older people, children can learn a

sense of values and coping skills to help them respond to life’s challenges.

Service to Children

Foster grandparents serve in volunteer stations such as schools, shelters, early childhood

programs, daycare centers and hospitals. Each year, foster grandparents give more

100,000 hours of services to children in our communities. Depending on the assignment,

foster grandparents provide assistance by:

•Nurturing children through listening, talking, walking or reading

•Providing intellectual stimulation through one-on-one tutoring

•Helping with the child’s daily personal needs, such as feeding and dressing

Agenda/Minutes for Instructional Planning Meeting

Date: Facilitator:

Notetaker: Timekeeper:

In attendance:

1. Set Agenda (2 minutes)

2. What has the student learned this week? (5 minutes)

3. Announcements (5 minutes)

4. Update on Instructional Planning Results (10 minutes)

How did the student do last week?

How well did our support plans work? Did we deliver supports accurately and

consistently?

5. Instructional Planning: (30 minutes)

Which subject that is the focus for planning today?

Math Science Reading Writing Social Studies

When:

(activity/routine)

Typically, all

students…

(observable things they

DO)

____can show

this by…

(same or

alternate means)

Supports ___

may require to

enhance

participation

and learning:

Preparation

by team

What/who/by

when

6. Assessment and Grading

(Note: This item is added to the agenda if the team has concluded that effective supports have been

implemented with fidelity. It is at this point that the team has high confidence that the student’s

performance is an authentic measure of his or her learning.)

7. To Do’s: (3 minutes)

What Who When

8. Next Meeting: (2 minutes)

Date: Time:

Location:

Agenda Items:

9. Evaluate the Meeting: (3 minutes)

What worked?

What didn’t?

Do differently next time?

Any ah-ha’s

Note: This planning form will be included in Jorgensen, C.M., McSheehan, M., & Sonnenmeier,

R.M. (publication date 2009). The Beyond Access Model: Membership, participation, and learning

for students with intellectual and other developmental disabilities in general education classrooms.

Available from http://www.brookespublishing.com

Senteo Clickers 101

Download Software http://www.smarttech.com /us/Support/Browse+Support/Download+Software/Software/ SMART+Response+Software/Previous+Versions+for+Windows/SMART+Response+2009+Software+for+WindowsLearning Objectives

1. Learn how to enroll a class

2. Create a test

3. Take a test

4. Review the results

5. Export the scores to a spreadsheet

Notes/Questions:

Building Report Card ComparisonJackson Elementary & St. Thomas Aquinas Catholic School

Traci Garcia: Southwestern College Educ543Assessments Tests & Measurement 1/31/2010

For the purpose of comparing two very different schools, I chose Jackson Elementary

and St. Thomas Aquinas Elementary Schools in Wichita, Kansas. I have taught first grade

at Jackson Elementary school for the past six years, since it first opened in August of 2004.

During an observation requirement, while pursuing my bachelor’s degree, I visited St.

Thomas Aquinas Catholic School, more than seventeen years ago. This is the only

personal experience I have had with this facility. Both schools took the Kansas State

Assessments in math and reading, but have very different outcomes. I would like to look at

the data from both buildings in an attempt to analyze their test scores while looking for

similarities, differences and possible root causes.

In 2008 Jackson Elementary was four years into existence. There were a total of 465

students enrolled in Kindergarten through grade five. A little more than 53% of Jackson’s

population was African American, 22% White, 4% Hispanic and 21% Other (including Multi-

Racial Students). Over three fourths of our student population fit into the economically

disadvantaged category, also referred to as Low SES. The ratio of boys to girls was almost

fifty-fifty. The teachers in this building are one hundred percent highly qualified and ninety

four percent fully licensed. Our school has an excellent attendance rate of 95% overall.

This school is equipped with an interactive SMART Board in every classroom along

with up to four stand alone computers. Teachers have access to document cameras,

airliners, clickers, hand-held devices as well as two lap top carts that are checked out

regularly, and a separate computer lab housing over thirty desktop computers. Our library is

a bright and colorful place with brand new fiction and nonfiction titles along with a complete

reference library as well. The Parent Teacher Organization is a part of this community and

functions with a faithful few. Parent volunteers are minimal, but AmeriCorps and Bigs in

Schools help to support our staff and students with extra help. From my biased opinion, I

believe Jackson Elementary school is a warm and inviting place where academia is valued

and students are actively engaged in learning. Technology is integrated effectively into the

curriculum and students are encouraged to use it regularly. Most of my description above

could not be attained by simply looking at the Building Report Card on the Kansas

Department of Education’s website.

On the 2008 Kansas Reading Assessment 78.4% of Jackson’s 3rd through 5th grade

students scored proficient and above. In the same skill area, 74.6% of African American

students scored proficient and above, while 88.4% of White students scored proficient and

above resulting in an achievement gap of 13.8%. Not a wide gap, but yet one still exists.

Jackson exceeded the 2008 AYP target by 2.8%.

In math 70.% of 3rd through 5th grade students scored proficient and above. In the same

skill area 63.8% of African American students scored proficient and above, while 79.4% of

White students met the proficient target, resulting in an achievement gap of 15.6%.

Jackson missed the 2008 AYP target by 3.4%.

Reading was the strongest of the two tested subjects analyzed. Based on the data,

possible root causes for Jackson making AYP in reading were: after-school tutoring;

Reading Counts, a motivational incentive program that tests students over stories read; and

the staff’s use of data to drive instruction. Possible root causes for not making AYP in math

were: following district mandated pacing guides too rigidly without adjusting for skills that

students were not grasping; the Investigation curriculum did not spiral; math facts or basic

understanding of numeration concepts were lacking; and less time was alloted for math than

reading in classroom schedules. These are all causes that I am aware of due to my

presence in this building. There are other areas not addressed that could have contributed

to Jackson missing the target in math. Dr. Koretz pointed out in our textbook that, “Not all

low-scoring schools offer as weak an educational program as their scores might suggest”

(2008, p115). The fact that Jackson missed the AYP target in math, by three percentage

points, was not cause for alarm. Our students were celebrated for their success and

teachers possessed a since of accomplishment in looking at the outcome.

St. Thomas Aquinas significantly shows vast differences in population, socio-

economic status and test score data. This private, Catholic school is located in an affluent

Wichita community. It has a population of 639 students. The school’s population is 85.6%

White, 6.7% Hispanic and 1.5% African American. 98.28% of students from this school fit in

the Non-Economic Disadvantaged category. The population of boys exceeds that of girls by

only three percent. The teachers in this building are 100% fully licensed and highly

qualified. Attendance in this building was also very high, yielding 96%.

St. Thomas third graders scored 94% proficient or above on the State Reading

Assessment. 97% of fourth graders and 89.2% of fifth grade scored proficient or above also

in reading. On the State Math Assessment over 90% of students in grades three through

five scored proficient or above. The small population of Hispanic students at St. Thomas

Aquinas scored proficient or above in both reading and math. The African American

population was too small to account for on the State website (Kansas State Department of

Education). St. Thomas Aquinas students exceeded the AYP target in both reading and

math. The student’s scores are very impressive and exceed the district’s average as well.

While both Jackson and St. Thomas Aquinas’ students both exceeded the Annual

Yearly Progress target in reading, St. Thomas students scored significantly higher than

Jackson students. In math St. Thomas students again surpassed the 73% AYP target while

Jackson missed the target by just three percentage points.

Why the disparity in scores? Jackson is a technology rich environment, with highly

qualified teachers. This almost new facility has even more resources than that of the

Catholic School in my comparison. One major difference in both schools is the diversity of

populations. One area that must be discussed is the difference in SES, or socio economic

status. Over seventy percent of Jackson students were in the low SES category while less

than two percent of St. Thomas students fit into this same category. Koretz says this

concerning SES, “... it is properly measured by a composite of income, the parents’

educational attainment, and their occupational status. All three of these variables strongly

predict test scores, even when taken separately.” (2008, p127). Could the vast difference in

scores be the result of something lacking in the students home environment? I believe

motivation from home can play a huge part in the success of a student and the lack of

motivation being a root cause for failure.

Because the state assessments only measure a subset of educational goals, there is

no way to thoroughly qualify one school as exemplar and the other average, based on

scores alone. Koretz says that a test score is simply an indicator(2008). Both schools, if

interviewed, could come up with various points of pride, even without including the data from

high stakes assessments. Students are the common denominator in both buildings, and

academic success, not test scores, should be the goal.

ReferencesKansas State Department of Education. (n.d.). Retrieved January 31, 2010, from Report

Card 2008-2009: http://online.ksde.org/rcard/reports.aspx?org_no=Z0031&bldg_no=1896&rpt_typ e=1Koretz, D. (2008). Measuring Up: What Educational Testing Really Tells Us.

Cambridge, Massachusetts: Harvard University Press.

Teaching to the test is a common phrase that seem to be pervasive in our education vocabulary. Ch. 11 discusses the concept of test score inflation. Koretz lists test preparation strategies that can possibly influence the validity of test score reporting, specifically score inflation. They include:

NOTE: (Koretz also lists “cheating” but I did not include that one as I do not want to encourage even the remotest possibility that any of you will choose a school that cheats or accuse one of cheating!)

Evaluate a Kansas school’s high-stakes test preparation strategy. Ideally this should be the school in which you are employed and/or one of the schools you analyzed in ETAA#1. If you are not currently employed in a school and/or are not knowledgeable about the school’s test preparation strategy, conduct a phone interview with a teacher or administrator at the school to gather information.

1. Describe the school’s overall philosophy/strategy/training plan for high-stakes test preparation.2. Identify and analyze which of these strategies the school employs, if any, that may impact reporting.3. Based on what you’ve learned thus far in this graduate program, and in your experience as an

educator, critique the school’s test preparation strategy. Be sure to demonstrate your knowledge of educational testing and reporting as well as indicating whether you think this school’s strategy influences (specifically, inflates) the validity of their test score reporting. Also include your opinions as to what the school should change, if anything, in the way it prepares its teachers and students (and parents and administrators) for high-stakes tests.

 3rd grade teachers receive a list of tested indicators and how many questions on the test relate to each indicator. Time is spent on indicators with the most questions. Therefore giving less attention to indicators that may have only one or two questions on the test. A lot like the regular vs. irregular polygon example, offered by Dr. Koretz.

4th grade teachers spend approximately a month prior to the test reallocating schedules and working harder in preparation for state assessments. Since district common assessments were eliminated this year, fourth grade teachers feel uncertain as to how well

Teaching More

Reallocation

CoachingAlignment

Working Harder

students will perform on the state assessment. Factors such as a new math series this year and reallocated focus from reading to math, may also affect test performance.

5th grade teachers in our school utilize the thirty minute intervention time allocated to reading and math to divide tested indicators for instructional groups. They started this strategy at the beginning of the school year. Students rotate between teachers. They receive instruction; take a quiz and move on to the next indicator. This is an example of working harder and teaching more.

I would say there is definitely some score inflating going on at our camp! Teachers are told not to stress over this one test; but most teachers I visited with agreed that they take it personal when their students don’t pass. Therefore, preparation takes place, By Any Means Necessary.

There’s got to be a better way. My suggestion: Teach grade level standards all year long; reinforce those standards with field trips, science fairs, small group projects, letters to pen-pals and other fun creative ways that provide a well rounded learning experience for our students. Include a variety of assessment tools throughout the year that will help to guide instruction and meet individual student needs. When it’s time to take state assessments just take the test. Like administrators should know their teachers, we should know are students. Problems must be identified and addressed way before results are printed in the newspaper.

ETAA#2: State Assessment ComparisonsArizona, Oklahoma & KansasTraci Garcia: Southwestern College Educ543Assessments Tests & Measurement 2/21/2010

Table of Contents

Abstract 3

Arizona Assessment Analysis 4

Oklahoma Assessment Analysis 5

Comparisons to Kansas 7

Critical Analysis 8

References 9

AbstractThis paper will attempt to compare assessment practices for three different states: Arizona, Oklahoma and Kansas. Information included will discuss how assessments are developed, administered, scored and reported to the public. Several resources were used in order to substantiate the breakdown of this report, including: each state’s department of education in addition to various web sites and documents and our textbook for this course, written by David Koretz. The purpose of this report is to provide a greater understanding of our state’s assessment practices compared to that of other states within our union.

State Test Development & AdministrationThe department of education in Arizona provides a PowerPoint presentation to discuss their state’s assessment practices. The Standards and Assessment Division is responsible for developing standards, and providing valid and reliable tests and resources for their schools (Assessment Section, 2010). It was interesting to learn that Arizona’s own Instrument to Measure Standards or AIMS was created by Arizona teachers based on state standards and owned by the state of Arizona, however, the end product is put out by the Pearson company. Students in grades three through high school, take this assessment that is mandated both by state and federal law. Second and ninth grade students in Arizona take the McGraw-Hill created assessment in math and reading called TerraNova (Programs & Contracts, 2009). This is a norm referenced assessment, comparing student’s knowledge of math and language arts skills to other students in our country. This state also requires, by law, the Stanford 10 for students in grades two and nine. This test, owned by the Pearson Company, is also a norm referenced assessment for reading, language and math. It measures student’s percentile rankings in comparison to national averages. Items from the Stanford 10 are also included on the state’s AIMS assessment.Score Analysis & ReportingI spoke with my colleagues, James & Regina Moffett, who both taught in the Arizona public school system for a combined total of six years. Mr. Moffett said teachers and administrators in Arizona do not place huge emphasis on state testing (personal communication, February 18, 2010). More emphasis is placed upon formative assessments and classroom data. Teachers are given a list of quarterly standards to cover and a data bank of formative assessments that teachers can use to guide their instruction (Moffett, personal communication, February 18, 2010). Mrs. Moffet also noted that the schools sent assessment results home at the end of the year (personal communication, February 18, 2010). Student performance scores are communicated by how well they exceed, meet, approach or fall below the preset standards. The report also includes a raw score: indicating the questions answered correctly, a scale score: comparing subjects tested on different assessments, and a criterion reference score: telling how well students meet preset benchmarks (Assessment Section, 2010). A guide to interpreting the test is available on the district website.State Test Development & AdministrationOklahoma has an extensive website that provides detailed information on the types of tests given, their advisors, and various resources for educators, parents and the public at large. This state employs a team of experts in the field of educational measurement that advises their district on policies, appropriate procedures and student testing results (TAC Brochure, 2009). There are three types of assessments in Oklahoma. General assessments are given to grades three through eight. The Oklahoma Core Curriculum Test is the state’s official assessment that measures how well students have met state’s standards . Oklahoma Modified Alternative Assessment Program referred to as OMAAP, are specified for students needing alternative support as identified by their Individual Education Plan. Finally the Portfolio Assessment for students with severe disabilities.

The Core Curriculum test is created by external contractors: the Pearson Company and the Data Recognition Corporation. These companies are responsible for creating and scoring data and the expert panel of advisors on the Oklahoma Testing and Accountability team are responsible for analyzing and reporting the data to parents, staff, school district administration and state (TAC Brochure, 2009). Various subjects are tested from grades three through high school according to Priority Academic Student Skills curriculum adopted by the state of Oklahoma and referred to as PASS (Article V:Oklahoma School Testing Program Act, 2008). Only seventh grade geography and

eighth grade math and reading students take their assessments online, all others take multiple choice, paper and pencil tests (Post, 2009).Scoring & AnalysisOklahoma law mandates that students enrolled in the Oklahoma Public School System pass these criterion referenced tests in core subjects. Students not passing these tests are subject to remediation with the contingency that funds are available (Article V: Oklahoma School Testing Program Act, 2008). A test interpretation manual is available online from the state’s website (Jones, 2010). Student performance levels are communicated as: Advanced, Satisfactory/Proficient, Limited Knowledge and Unsatisfactory. Scores on these assessments are considered valid if at least five multiple choice items are attempted. Scores are invalid due to non-standard testing situations.

ComparisonsKansas shares similarities and differences with both Oklahoma and Arizona. All three states are mandated by federal law, under the No Child Left Behind legislation, to administer standardized test in order to determine how well students are meeting the standards outlined by each state. All three states provide alternative assessments for students with Individual assessement plans and portfolio evaluation for students with disabilities. Each of the three states provide a detailed website making various documents and brochures available to state, staff, parents and the public at large. All three states offer some type of online assessments as well. Kansas is the only one of the three states that creates, scores and analyzes their assessments. The Center for Educational Testing and Evaluation or CETE is housed at the University of Kansas, School of Education. This center is responsible for reporting results and reccommending staff development as a result of the state assessments. Arizona also has a committee that creates standards, yet the Pearson Company is responsible for ensuring validity, reliability and the quality of their assessments. Oklahoma Testing Accountability and Oversight Team has similar functions but with less man power. Sharing similarities with Arizona, Oklahoma’s assessments are developed, written, scored and reported by the Pearson Company. Kansas and Arizona both use performance indicators such as exceeds standards, meets standards, or falls below tested indicators. Due to No Child Left Behind, all three states use the term proficient to indicate a students who has met the benchmark.

Critical AnalysisThis assignment makes real and applicable the terms and concepts gleaned from this course in Assessments Test and Measures. In his book, Daniel Koretz argues the ambiguous definition of proficient (2008). Each state must look at how well students meet or exceed proficiency levels on their state’s assessment. I do not believe that student performance can be adequately measured by the use of on high stakes assessment, regardless of how valid or reliable it may be. Koretz explained that the process for assigning performance levels rely on non-scientific judgements (2008). I affirm Arizona’s practices in not “big dealing” the test. In my conversation with former Arizona teachers, James and Regina Moffett, they both enjoyed their teaching experiences because they were allowed the freedom to teach. Months of preparation were not taken away from regular classroom instruction before the state assessment in April. They simply taught the standards. Students took the test and, in

my limited and inexperienced opinion, the results were the most valid because they were yet another source of information as to how well students were meeting curricular standards and indicators.

ReferencesArticle V:Oklahoma School Testing Program Act. (2008, February 21). Retrieved from Oklahoma

State Department of Education: http://sde.state.ok.us/AcctAssess/pdf/law/Statelaws.pdf

Assessment Section. (2010, February 11). Retrieved February 2010, from Arizona Department of Education: http://www.ade.state.az.us/

Jones, D. (2010). General Assessments. Retrieved February 2010, from Oklahoma State Department of Education: http://sde.state.ok.us/Default.aspx

Koretz, D. (2008). Measuring Up: What Educational Testing Really Tells Us. Cambridge, Massachusetts: Harvard University Press.

Moffett, J. &. (2010, February). (T. Garcia, Interviewer)

Post, D. (2009, 25 September). Final ostp brocure2. Retrieved February 2010, from sde.state.ok.us: http://sde.state.ok.us/AcctAssess/pdf/OSTPBrochure.pdf

Programs & Contracts. (2009). Retrieved February 2010, from The McGraw-Hill Companies: http://www.ctb.com/contract/programs_contracts.jsp;jsessionid=LAaG6OiswrDc14ZfyJHwBz2KaYOEMDU

kM8A2m8cvlAT95McqeikM!294731659! 1408233562!5008!6008?FOLDER%3C%3Efolder_id=140847 4395232599&bmUID=1266719430638

TAC Brochure. (2009, October 12). Retrieved February 2010, from Oklahoma State Department of Education: http://sde.state.ok.us/AcctAssess/pdf/TAC_Brochure.pdf

http://familyengagement.weebly.com/

Be a V.I.P. Classroom Volunteers!

(Very Important Person as a Classroom Volunteers)

Volunteer Name:

Your Child’s Name: ________________________________________________

Home Phone: Work/Cell Phone:

Email:

Day(s) available to volunteer: (Circle all that apply.)Monday Tuesday Wednesday Thursday Friday

Times available to volunteer:Monday

Tuesday

Wednesday

Thursday

Friday

Clerical Work□ Run Copies or stuff folders□ Make classroom materials. (cutting out, making games or flash-cards)□ Assist with bulletin boards and displaying student work in the halls or classroom.

Classroom Assistance□ Room Parent Coordinator: Call and organize parents for special events and class

parties.□ Room Parents: Help with parties, activities, and celebrations.□ Work with individuals or small groups (circle which applies) – Weekly or monthly□ I am willing to make classroom materials from home.

Is there a subject(s) area in which you feel most comfortable? If so please list it.

_____________________________

Thank you for your dedication to our classroom. In order to get settled into the new school year and work out any possible kinks in the schedule, most volunteering will not begin until September.

This Week’s Cool Cat

______________________This student has awesome behavior and is a hard worker!

1 st Grade H omework for the Week of October 18 th This week’s stories: Mama’s Coming Home, Who Will Help? , The Little Red Hen, From Wheat to BreadVocabulary Words: responsibility, cooperate, grow, kernel, factorySight Words: who, know, some, of, eat Skills: Summarize and Retell, Technical WritingPhonics: short/ĕ/ sound: -en, -et, -egMath: Counting Nickels and Pennies, Telling Time Science: Matter

Next week is RED RIBBON Week Reminding kids to say no to drugs and alcohol. Each day kids can participate for a donation. Money benefits the United Way. Mon- Tues-Crazy Hair Wed-Sports jersey Thurs- Crazy socks Fri-Pajama Day.

Students have been asked to design a Jackson Flag and bring quarters to vote on their favorite design as a fundraiser contest benefiting United Way.

Monday: Reading/Language Artsword endings

Tuesday: Math

practice counting coins

Wednesday:

Writing

Thursday:

Problem solving

Friday: Notes to Parents Thank You for coming to

conferences! We still need a few more parents to reach our 100%

participation Goal. Make this diagram and add words to each section:in your journal

Write four sentences about the Little Red Hen’s story.

Practice telling time money (worksheet) and counting coins Home links

Make a list of nouns you see at home. Then add an –s to each word.example: dog dogs

kid kids Write 3 sentences telling how to brush your teeth.

If you earned a nickel every day we are at school, how much would you have?

Read the take home book and answer the questions on the back.

1st Quarter Academic Awards Assembly

9:15-10:15

Show & TellBring something from home that has the short /ĕ/ sound. Examples: pet, bed, red, pen,

egg, elephant, jet, dress

Check off what you did Your child should read 10 to 15 minutes a day. Record stories read on the McDonald’s Reading Log.

eneget

Question: What’s one thing you learned at Conferences? ______________________________________________________________________________________________________________________

________________ ______________________ Student’s Name Parent/Guardian’s Signature

Show the six different times on the clocks

Wake up Sleep

School starts Dismissal

DinnerBed

Class begins at 9:00 AM daily. Please sign your child in if they

come after the 9:00 bell.

Please call the school in the event of an absence due to illness, Dr. Appointments, etc…

School is out at 4:10 PM. Please pick your child up no later than 4:20 unless enrolled in the after school program.

Val Jackson Jaguars!

2721 N. WoodlawnWichita, Ks. 67220

973-1200 School973-1214 Classroom

Mrs. Garcia’s1st Grade

2010-2011

Val Jackson Elementary

School

Hello First Grade Families!My name is Traci Garcia. I will be your child’s teacher this year. This will be my 17th year in the Wichita Public School System and my 16th year as a first grade teacher. My motto is to be firm, fair and consistent with all of my students. Marva Collins once said, “There is a brilliant child locked inside of every student!” and I believe that to be true.It will be my goal this year to teach your child in such a way that district standards will be met or exceeded. Student’s individual strengths will be stretched and their weaknesses strengthened. I

hope that we can work together to insure a successful first grade experience. You are always welcome in my classroom. I would love for you to volunteer to tutor, help with making or preparing materials, or simply stopping by to see what goes on in our class. If you have any questions, comments or concerns I am available to you. My home number is 683-7966. Do not hesitate to call or email me at tgarcia@usd259.net.

Things to Look Forward to In 1 st

Grade

Reading Centers Math Centers Fiction & Non-Fiction

Stories Chapter Book Studies Homework & Home-

links Manners & Etiquette Science & Health Social Studies

Class Pet: Mario the Frog

Smart Board Lessons Tests using Clickers Big Cat Weekly Award Classroom Store Treasure Chest (please

donate) Music Programs Career Day Field Trips Reading Incentives A Bully Free

EnvironmentAnd So Much More!

Class Schedule9:00-11:30 Reading and Small Group Instruction

12:00-12:40 Lunch & Recess

12:45-1:00 Calendar

1:30-2:30 Math & Small Group Instruction

2:35-3:05_Tues. /Fri. Science3:15-3:45 Thurs. Social-Studies

Specials ScheduleMon. 2:30 Art 3:15 PETues. 3:15 Technology labWed. 2:30 Music 3:15 PEThurs. 2:30 Music Friday 3:15 Library