Embedded Files
SCS is committed to using innovative approaches to provide a differentiated program that meets the unique needs of each student. SCS staff are expected to align instruction and assessment with adopted school pedagogy and state standards. Instructional Coaches and visiting consultants are provided to help new staff with navigating the requirements for monitoring student progress.
SCS is committed to using innovative approaches to provide a differentiated program that meets the unique needs of each student. SCS staff are expected to align instruction and assessment with adopted school pedagogy and state standards. Instructional Coaches and visiting consultants are provided to help new staff with navigating the requirements for monitoring student progress.
To begin, all staff should be familiar with SCS’s general curriculum approaches. Descriptions of our programs can be found on our Curriculum webpage.
To begin, all staff should be familiar with SCS’s general curriculum approaches. Descriptions of our programs can be found on our Curriculum webpage.
Staff members contribute to the evolution of our shared agreements regarding curriculum, instruction and assessment during professional development and staff meetings. Staff members are encouraged to share ideas supported by research and best practices.
Staff members contribute to the evolution of our shared agreements regarding curriculum, instruction and assessment during professional development and staff meetings. Staff members are encouraged to share ideas supported by research and best practices.
Schoolwide Agreements on Assessment (K-2nd)
Schoolwide Agreements on Assessment (K-2nd)
Report Cards: Families in kindergarten through second grade receive midyear and end-of-year standards-based report cards.
Assessment protocols for all grades (Kindergarten - Eighth grade) have been developed to create consistency between classroom assessments, progress monitoring data, and report card information. Staff members can access helpful documents to interpret assessment procedures in the Assessment and Grading Shared Folder.
Parent- Teacher Conferences: At the end of the first and third quarters, lead teachers will hold conferences with all K-2 parents to discuss diagnostic data and classroom observations related to the student’s academic performance and social-emotional readiness. Conferences are required in K-2 and for all Tier 2 and Tier 3 students in K-8.
Teachers are expected to be prepared with all required documentation. Copies of the documents should be given to parents. Extensive efforts should be made to arrange in-person conferences with all families.
Schoolwide Agreements on Assessment (3rd-8th)
Schoolwide Agreements on Assessment (3rd-8th)
Report Cards: Families in the upper grades receive quarterly report cards using the agreed upon GRADING POLICY. Grades are recorded in Focus and readily accessible to parents and students. Report cards are distributed electronically. Teachers work with the Enrollment Specialist to ensure all grades are finalized and accurate by the posted deadlines. Deadlines are posted on the school Google calendar (sail.fish@sigsbee.org).
Parent/Teacher Conferences: Are scheduled on an as-needed basis. A conference can be requested by the student, parent, and/or teacher. Families should be contacted for a conference by mid-quarter if a student is in jeopardy of failing the quarter in any class. Conferences are required for students receiving Tier 2 and Tier 3 interventions .
Standardized Assessments
Standardized Assessments
As a public charter school, SCS must participate in all state assessments. Staff members are expected to attend all training related to the proctoring and administration of the assessments. Students in grades 3-8 participate in the following assessments:
Florida Assessment of Student Thinking grades 3-8 English Language Arts and Mathematics- annually
Florida Next Generation Sunshine State Standards Assessment (NGSSS) grades 5 & 8
End-of-Course Exams (EOC) grades 7 & 8: Civics, Algebra 1 Honors, Geometry 1 Honors, English 1Honors
Student Progression
Student Progression
SCS will follow the Monroe County School District's Student Progression Plan to determine promotion requirements.
Grade Level Retention
The purpose of promotions and retentions is to provide maximum consideration for the long-range welfare of the student and to provide an opportunity for each student to progress through school according to his/her own needs and abilities.
It is expected that most students will be promoted annually from one grade level to another upon completion of satisfactory work; however, a student may be retained when his/her standards of achievement or social, emotional, mental, and/or physical development would not allow satisfactory progress in the next higher grade. Retention occurs typically before the student leaves the primary grades.
Students recommended for retention must be a part of the MTSS process, with documentation that provides evidence of meeting with the student's parents/guardians before making the recommendation as well as recording forms with intervention data attached. In addition, the student's teacher must complete the appropriate retention documents.
Parents/guardians wishing to appeal the retention decision must first contact the Principal. If parents/guardians do not accept the decision of the Principal, an appeal may be made in writing to the Board. All appeals must be requested within two (2) weeks after the close of school.
Progress Monitoring
Progress Monitoring
KINDERGARTEN READINESS SCREENER
Within the first 30 days of the school year, Kindergarten will be screened using the Florida Kindergarten Readiness Screener (FLKRS), which is the STAR Early Literacy, an online adaptive tool that students complete independently. Kindergarten teachers are able to participate in training for FLKRS administration during MCSD annual training.
DEVELOPMENTAL READING ASSESSMENT (DRA)
DRAs are administered to all students in kindergarten (spring) through sixth grade. The DRA is the most important tool used to gather detailed, useful information about each student’s reading profile. The DRA provides information that teachers use to group students for guided reading and to plan appropriate reading instruction that is differentiated to meet students’ needs. The DRA level is also used to match students with text that allows them to read for meaning, draw on the reading skills they already control, and expand their reading skills in text with the right mixture of support and challenge.
STAR ASSESSMENTS
Star Assessments in Reading and Mathematics will occur at least three times each school year in grades 3-8, at assigned regular intervals: in the fall, winter, and spring. Students in kindergarten through second grade will also take the STAR Reading Assessment. Classroom teachers will analyze data with instructional coaches and interventionists to determine subsequent instruction for individual students. STAR Assessment results will also be shared with parents. Teachers may decide to administer additional STAR progress-monitoring assessments in between testing windows.
iSTATION/FRECKLE PROGRESS MONITORING
iStation assessments will also be used to monitor progress in Reading and Freckle assessments will be used in Mathematics. Typically, iStation assessments are administered monthly at the elementary level, with opportunities for additional on-demand assessments in specific cases. Students are assigned weekly iStation practice, according to level of performance Tier. IStation may also be used with some middle school students.
BEGINNING-OF-YEAR (BOY) and END-OF-YEAR ASSESSMENTS (EOY)
BOY and EOY assessments are given in Mathematics in Kindergarten through Grade 5, and Science, in grades three through five, to determine which concepts may have already been mastered and/or need to be introduced. Teachers will analyze data to make instructional shifts in curriculum plans. BOY and EOY data in Mathematics is also used to determine who might be a candidate for Tier 2 or Tier 3 Intervention Services (see below).
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