Schedule and Syllabus
Embedded Files
Schedule:
Welcome and SEL 7:45-8:00
Writing 8:00-8:45
Word Study 8:45-9:15
Reading 9:15-10:15
Related Arts 10:15-11:00
M- STEAM
T- Music
W- PE
Th- Art
F- Computer
Enrichment 11:00-11:40
Lunch 11:40-12:05
Recess 12:10-12:30
Math 12:30-1:30
Sci/SS 1:30-2:15
Dismissal 2:15
Tuesday Schedule
Welcome and SEL 7:45-8:00
Related Arts 8:05-9:20 Music & Rotating Schedule
Reading 9:25-10:15
Writing 10:15-11:00
Word Study 11:00-11:35
Lunch 11:40-12:05
Recess 12:10-12:30
Math 12:30-1:30
Sci/SS 1:30-2:15
Dismissal 2:15
Parent/Teacher Communication
Remind, email. and Teacher’s website, WildCat folder
Grading Guidelines
I. Grading floor applied on the report card- 50.
II. Regarding missed assignments for excused absences:
A. Students have 5 school days to receive credit - teacher discretion for some situations.
III. For assignments not turned in, the following procedure should be followed:
A. Student and parent will be informed of the missing assignment within 1-2 days.
IV. A standard “percentage method” is used to calculate grades. This means that the number of items correct, divided by the total number of items to give a percentage of correct answers. In fairness to the student, the percentage method is to be either modified for any graded schoolwork that has four or fewer items to be graded, or more items are to be included for grading.
V. Weighting grades for report cards
The School District of Greenville County Grade Weightings
Assessment is a key component of an instructional program. The following table lists the weightings of assignments and the MINIMUM NUMBER OF ASSIGNMENTS expected in each category per quarter (shown in parentheses). Examples of assignments are also listed where appropriate.
Reading
(5) 60%
Grades based on reading responses, unit quizzes, performance based tasks; assessments should be based on grade level standards and vary in format and administration
(2) 40%
Grades based on cumulative tests, performance based tasks, reading responses; assessments should be based on grade level standards and vary in format and administration
Language Arts Writing, Language, & Word Study
(3) 60%
Grades based on writing samples, word sorts, checklists, quizzes including look, sound and meaning.
(2) 30%
Grades based on post on- demand performance assessments and cumulative tests
Spelling
(5) 10%
Math
(7) 60%
Grades based on daily activities/assignments including subject-specific content knowledge, process skills including communication, and/or effort; quizzes, writing assignments, observation, checklists, extending/refining assignments, presentations, performance assessments
(2) 40%
Grades based on major tests, culminating projects, performance assessments, portfolios; grades should be based on subject-specific content knowledge, process skills including problem solving and communication
Science
(5) 60%
Grades based on daily activities/investigations including subject-specific content knowledge and/or science and engineering practices, quizzes,science lab/class journal entries, writing assignments, extending/refining assignments and/or designs, presentations, performance assessments
(2) 40%
Grades based on major tests, culminating projects, performance assessments, portfolios, engineering projects; grades should be based on subject-specific content knowledge and science and engineering practices
Social Studies
(5) 60%
Grades based on content knowledge, historical/ geographical/economic thinking/reasoning skills, and content specific literacy skills (reading, writing, thinking, talking), which could be demonstrated through primary/secondary document analysis, performance tasks, evidence based writing assignments, reading assignments , quizzes, refining assignments, or multimedia presentations
(2) 40%
Grades based on summative tasks from inquiry, major tests, culminating problem-based or project-based learning, and presentations; grades may be based on a blend of historical/ geographical thinking skills and discipline- specific content knowledge.
Classroom Expectations:
Listen when the speaker is talking.
Follow directions quickly.
Respect others, respect yourself, respect this school.
Make smart choices.
Be safe, be kind, be honest.
Homework Guidelines
Purpose
A well-balanced learning experience for the student includes work in the classroom, academic study outside the classroom, participation in extra-curricular activities, and opportunities to learn and demonstrate strong leadership and good character. Work outside the classroom, known as homework, should be assigned only when it is beneficial and important to the student’s overall program. Homework should be educationally relevant and reasonable; should serve the needs of the learner in meaningful ways; and should promote student engagement in learning through personalization of tasks to fit the students’ learning needs, allowing student choice as appropriate. Although there is a place for rote practice and memorization, homework should also involve higher levels of thinking and creativity. The Board expects a reasonable and balanced approach to coursework outside school hours that facilitates a positive high school experience.
Academic Achievement: Homework
When homework is given, assignments shall reflect the following guidelines:
Homework shall include one or more of the three generally recognized types of homework:
Practice: reinforces newly acquired skills taught in class
Preparation: helps students prepare for upcoming lessons, activities, or tests
Extension: provides challenging, often long-term opportunities for enrichment that parallel class work
Homework shall be carefully planned and explained to the students.
Content and duration of homework shall be personalized to accommodate the age, grade, ability, and readiness of the students.
Homework shall be assigned with awareness of the home resources available to the student and the family and alternative options offered, where necessary.
Since involvement in extracurricular activities is encouraged and valued, homework assignments that are lengthy shall be scheduled as far in advance as possible.
Daily homework assignments for primary level students (K-2) shall not exceed 30 minutes, including 20 minutes of reading.
Daily homework assignments for elementary students (3-5) shall not exceed 60 minutes.
Daily homework assignments for middle school students shall not exceed 90 minutes.
Because homework at the high school level varies according to a student’s course load and schedule, high school students should spend sufficient time on homework to master the content of the subject matter.
Completed homework assignments are to be reviewed by the teacher or designee; appropriate instructional follow-up shall occur.
If homework is graded, the homework average shall not count in the student’s overall quarterly grade at the elementary level, and shall count no more than 10% of the overall quarterly grade at the middle school and high school levels.
Because they require a greater amount of time and effort than daily assignments, grades for long- range assignments shall not count as part of the homework percentage, but should be considered in the time allocated for homework.
Parents and students shall be informed at the beginning of the school year and at the beginning of second semester, if appropriate, of the district homework policies and classroom homework expectations.
Students are encouraged to spend some time each day reading a variety of materials independently.
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