Communication Plan

Communication Plan Graphic

In the Orono Schools, we recognize the importance of continual progress monitoring and feedback to families throughout the school year.  Our teaching and learning cycle reflects ongoing formative assessment processes and consistent feedback to students and parents. 

In September at Curriculum Night, parents become clear on expectations and reporting procedures to guide the school year.  This includes both formal and informal assessment sharing based on individual needs and growth, with respect to goal areas as well as grade-level proficiency.  During September, screening and diagnostic assessments are conducted to verify levels of need and begin to support students with appropriate classroom and specialist interventions.  Parents are notified in September if a child qualifies for additional Tier III Literacy Support and what that support will look like.  A meeting is offered the first week in October to provide information and answer questions regarding the Literacy Specialist support.

In October, teachers are working with fresh screening and diagnostic data and monitoring how students respond to instruction in small groups and individual conferences.  Teachers are preparing to share assessment information, grade-level expectations, and student responsiveness to instruction at mid-October parent-teacher conferences.  During this time, parents have the opportunity to ask questions and contribute to student goals for the year.

In November, parents receive the formal report card as an extension of the October sharing regarding student strength and goal areas.  Ongoing communication occurs throughout the winter, but this is another formal opportunity for parents to understand their child’s proficiency with respect to grade-level norms.

During December and January, responsive instruction and intervention continues across grade-levels and parents and teachers communicate informally regarding student progress.  This may include electronic communication, phone calls, or meetings as requested by the teacher and/or parents.  Formative assessments are conducted and specific skills continue to be monitored to determine growth during these months.

In February, parents and teachers have the opportunity for another formal conference, sharing new assessment data and reflecting on current goals and growth made towards those specific goals.  Teachers share information regarding individual student progress in goal and strength areas as well as sharing information with respect to standards-based grade-level expectations.  Teachers use progress monitoring assessments to monitor growth and determine whether more diagnostic information is needed to support instructional practices.

In March, parents again receive the formal report card as a checkpoint in time and an extension of the February conference.  Parents are able to ask questions regarding grade-level proficiency and growth through phone calls, email, and/or face to face meetings as requested.

During April and May, responsive instruction and intervention continues across grade-levels and parents and teachers communicate informally regarding student progress.  This may include electronic communication, phone calls, or meetings as requested by the teacher and/or parents.  Formative assessments are conducted and specific skills continue to be monitored to determine growth during these months.

In June, parents receive the final report card as a formal outcome-based assessment.  Parents and teachers have conversations as requested to reflect on growth, plan for the summer months to maintain reading progress, and gain clarity on proficiency as the student enters the next grade-level.