Dublin Middle School Informational


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Dublin Middle School Informational

  1. 1. Dublin Middle School
  2. 2. Dublin Middle School Homepage <ul><li>Directory </li></ul><ul><li>School Resources </li></ul><ul><li>GPS Content Descriptors </li></ul><ul><li>I-Parent </li></ul><ul><li>I-net Classroom </li></ul><ul><li>Lunch Menu </li></ul><ul><li>CSR Information </li></ul><ul><li>Georgia Online Assessment (Available August 16) </li></ul><ul><li>District Resources </li></ul><ul><li>School Calendar </li></ul>
  3. 3. GPS Content Descriptors <ul><li>The CRCT Content Descriptions describe how the standards set forth in the state’s curriculum are assessed on the CRCT. </li></ul><ul><li>The documents are organized by grade and provide a description of each content domain (groupings of similar content standards). </li></ul>
  4. 4. GPS Content Descriptor Reading Example <ul><li>Reading Content Domains </li></ul><ul><li>provide reliable measures as well as structure to the assessment program, the curricular standards provided in the GPS were grouped into content domains. </li></ul><ul><li>Each domain is comprised of standards with similar content characteristics. </li></ul><ul><li>The domains for Middle Grades Reading are: </li></ul><ul><ul><ul><li>Grades 4 – 8 </li></ul></ul></ul><ul><ul><ul><li>Reading Skills and Vocabulary Acquisition </li></ul></ul></ul><ul><ul><ul><li>Reading for Literary Comprehension </li></ul></ul></ul><ul><ul><ul><li>Reading for Information </li></ul></ul></ul><ul><ul><ul><li>Functional and Media Literacy </li></ul></ul></ul><ul><ul><ul><li>Using the Reading CRCT Content Descriptions </li></ul></ul></ul>
  5. 5. GPS Content Descriptor Reading Example Continued <ul><li>The Reading CRCT Content Descriptions provide information about the content and skills assessed by the CRCT. </li></ul><ul><li>The documents are organized by grade and content domain. </li></ul><ul><li>The curriculum standards assessed in each domain are provided as are the related concepts, skills, and abilities assessed. </li></ul><ul><li>It is important to note the differences between the GPS and the former QCC curriculum. The GPS is a conceptual curriculum, requiring instruction be integrated; the concepts, knowledge, skills, and abilities described in this document should not be viewed as discrete or taught in isolation. Deep understanding by students, resulting in higher achievement, is best achieved when the full curriculum is taught in an integrated, conceptual fashion. </li></ul>
  6. 6. <ul><li>Reading </li></ul><ul><li>Grade: 6 </li></ul><ul><li>Domain: Reading Skills and Vocabulary Acquisition </li></ul><ul><ul><li>Domain Description </li></ul></ul><ul><li>Reading Skills and Vocabulary Acquisition refers to the skills required to read, interpret, and apply difficult text and new vocabulary in a variety of texts. </li></ul><ul><li>Standards Associated with Domain </li></ul><ul><li>ELA6R2 ELA6RC3 ELA6RC4 </li></ul><ul><ul><li>Associated Concepts, Skills, and Abilities </li></ul></ul><ul><ul><li>• Decode new words from grade level subject areas and grade level contexts </li></ul></ul><ul><ul><li>• Determine the intended meaning for a multiple meaning word used in context </li></ul></ul><ul><ul><li>• Decipher the meaning of new words through the use of context, such as: </li></ul></ul><ul><ul><ul><ul><li>the sentence, the paragraph, and the passage </li></ul></ul></ul></ul><ul><ul><li>• Determine the meaning of new words through the use of Greek and Latin word parts, such as: </li></ul></ul><ul><ul><ul><ul><li>root words, prefixes, and suffixes </li></ul></ul></ul></ul>
  7. 7. <ul><li>Reading </li></ul><ul><li>Grade: 6 </li></ul><ul><li>Domain: Reading for Literary Comprehension </li></ul><ul><ul><li>Domain Description </li></ul></ul><ul><ul><li>Reading for Literary Comprehension refers to the skills required to comprehend and explore literary works by identifying and analyzing elements of various texts. Texts may include: short stories, dramas, folktales, poetry, legends, and descriptive narratives. </li></ul></ul><ul><li>Standard Associated with Domain </li></ul><ul><li>ELA6R1 </li></ul><ul><ul><li>Associated Concepts, Skills, and Abilities </li></ul></ul><ul><ul><li>• Classify and explain the meaning of figurative language, such as: </li></ul></ul><ul><ul><ul><li>metaphor, simile, hyperbole, personification, alliteration, onomatopoeia, and idioms </li></ul></ul></ul><ul><ul><li>• Interpret the author’s use of dialogue and description </li></ul></ul><ul><ul><li>• Relate a work to its historical setting </li></ul></ul><ul><ul><li>• Decipher and analyze theme and main idea </li></ul></ul><ul><ul><li>• Describe the speaker in a literary work </li></ul></ul><ul><ul><li>• Analyze the use of sound in poetry </li></ul></ul><ul><ul><li>• Interpret the purpose of print features in poetry, such as: </li></ul></ul><ul><ul><ul><li>bold face font, italics, and capitalized letters </li></ul></ul></ul><ul><ul><li>• Determine and describe elements of story structure, such as setting, characterization, plot, conflict, and tone </li></ul></ul>
  8. 8. Dublin Middle School Promotion & Retention Policy
  9. 9. State Criteria for Promotion <ul><li>The criteria shall require that students in grade, three, five, and eight not be promoted if the student does not achieve grade level as defined by the Office of Education Accountability. </li></ul>
  10. 10. State Criteria For Promotion <ul><li>Students in grade eight have to obtain a 300 or above score on the Reading and Math portions of the CRCT. </li></ul>
  11. 11. State Requirements Promotion & Retention <ul><li>Benchmark Grades </li></ul><ul><li>Grade 3 Reading </li></ul><ul><li>Grade 5 & 8 Reading & Math </li></ul>
  12. 12. State Requirements <ul><li>Timetable for Implementation </li></ul><ul><li>Grade 3 2003-2004 </li></ul><ul><li>Grade 5 2004-2005 </li></ul><ul><li>Grade 8 2005-2006 </li></ul>
  13. 13. Students with Disabilities <ul><li>Requirements are the same. </li></ul><ul><li>The IEP committee will serve as the governing body concerning promotion, placement or retention. </li></ul>
  14. 14. State Promotion & Retention Requirements (Students Who Do Not Meet Criteria) <ul><li>Notification To Parent (Certified Mail) </li></ul><ul><li>Identify Student Performance Level </li></ul><ul><li>Specific Retest to Be Taken & Test Date </li></ul><ul><li>Opportunity for An Alternative Plan of Instruction </li></ul><ul><li>Possibility of Retention </li></ul><ul><li>Opportunity for Intervention Plan </li></ul><ul><li>Additional </li></ul><ul><li>Acceleration </li></ul><ul><li>Differentiation </li></ul><ul><li>Opportunity To Retest – </li></ul><ul><li> Summer School </li></ul>
  15. 15. Failure on Second Opportunity <ul><li>Notify Parent about Retention of Student </li></ul><ul><li>Option To Appeal </li></ul><ul><li>Composition and Function of Placement Committee </li></ul><ul><li>Decision To Promote must be unanimous </li></ul><ul><li>Appeal Process </li></ul><ul><li>Notification To Parent </li></ul><ul><li>Time/Place of Meeting </li></ul>
  16. 16. Responsibility of Placement Committee <ul><li>Review Overall Academic Performance </li></ul><ul><li>Decide to Retain or Promote Student </li></ul><ul><li>Develop Plan for additional assessment or instructional program </li></ul><ul><li>Monitors Progress during academic year </li></ul>
  17. 17. Local Policy <ul><li>More stringent than state requirements </li></ul><ul><li>Holds all grades accountable for meeting grade-level performance on state assessment </li></ul><ul><li>Includes overall academic achievement of students in determining promotion or retention such as: </li></ul><ul><li>CRCT Performance </li></ul><ul><li>Classroom Performance </li></ul><ul><li>Mastery of Promotion Standards </li></ul><ul><li>Does not provide students with a retest opportunity in grades 1, 2, 4, 6, & 7 </li></ul>
  18. 18. Local Policy Procedures (Students who do not meet requirements in grades 1,2,4,6,& 7) <ul><li>Identify students </li></ul><ul><li>Conduct a student support team meeting to discuss overall academic achievement. </li></ul><ul><li>Determine whether to promote or retain student </li></ul><ul><li>Develop an Intervention Plan for next academic year </li></ul><ul><li>Develop a plan for Continuous Assessments & Monitoring of Progress </li></ul>
  19. 19. Local Policy <ul><li>The Dublin City Schools’ Local Policy for Promotion and Retention can be viewed on our website: www.dublinirish.org </li></ul>
  20. 20. 2006-2007 Testing Dates <ul><li>September 18-22 </li></ul><ul><li>8 th Grade ITBS Testing </li></ul><ul><li>January 17 </li></ul><ul><li>8 th Grade Middle Grades Writing Assessment </li></ul><ul><li>April 2-11 </li></ul><ul><li>6 th -8 th Grade CRCT </li></ul><ul><li>April 30 </li></ul><ul><li>8 th Grade End of Course Test </li></ul>
  21. 21. CRCT Cut-Off Scores Does Not Meet Below 800 Meets 800-849 Exceeds At or Above 850 Does Not Meet Below 300 Meets 300-349 Exceeds At or Above 350 Performance Levels 650 to 950 150 to 450 Scale Score Range 1 st - 8 th Grades Reading 1 st - 8 th Grades ELA 6 th - 7 th Grade Science 6 th - 7 th Grade Mathematics 8 th Grade Mathematics 8 th Grade Science 6 th -8 th Grade Social Studies Subjects/Grades GPS Based CRCT QCC Based CRCT
  22. 22. Informational Websites <ul><li>Georgia Department of Education </li></ul><ul><li>www.doe.k12.ga.us </li></ul><ul><li>Dublin City Schools </li></ul><ul><li>www.dublinirish.org </li></ul><ul><li>Dublin Middle School </li></ul><ul><li>http://dms.dublinirish.org/home.aspx </li></ul>