About 4th Grade

Fourth Grade Homework Statement and Personalized Learning Plan:

Understanding that learning occurs at different rates and at different times, we will provide your child with classroom instruction and practice at home unique to his or her needs. Students will practice individual learning goals through a teacher developed support system which will allow for student ownership and accountability. The Daily Take Home Folder will serve as a communication between home and school. Children will be responsible for sharing the contents of the folder, completing the necessary tasks, and returning the folder to school each day.

Fourth Grade Behavioral Expectations:

During the first days of school, teachers and staff teach students school-wide behavior expectations for the classroom, hallways/stairwells, playground, cafeteria, library, computer lab, restrooms and before and after school locations. These expectations are aligned to our school wide PBIS expectations and focus on appropriate academic and social behaviors. Students are reinforced for appropriate behavior with Deer Creek Dollars when they are being a friend, a learner, and a leader.

Fourth grade teachers and students develop Classroom Social Contracts. The Classroom Social Contracts serve as a collaboratively created framework for behavior expectations in the classroom. This framework helps to ensure a safe and caring environment in which all students can learn, grow and achieve their goals.  

The fourth grade teachers are committed to providing an appropriate academic program based on student need in a safe and nurturing environment. Classroom management is approached from a belief that teachers use skills/concepts to maintain a learning environment in which students learn decision making skills in order to take ownership of their learning and behavior over time and with support.

In fourth grade student discipline is dealt with by empowering students to solve problems through teacher facilitation and reteaching within the classroom. When students violate school rules or exhibit behavior occurrences that warrant teacher intervention, responsive interventions are used to determine the cause of the behavior, identify solutions, and help problem solve strategies to prevent the problem from recurring. Parent contact, communication and support is a key component to facilitate behavioral change and growth at this stage. 

If behaviors or rule violations require administrative intervention then they are referred to the office. The administrator then investigates facts, contacts parents, and assigns consequences.