MATH

The essential intent of the Toms River Regional School District’s elementary mathematics program is to develop students who can think critically and collaborate creatively to solve problems in a diverse, global society. In conjunction with Ready Classroom Mathematics, a discourse-driven, blended mathematics curriculum, our teachers provide rigorous instruction and activities built upon the New Jersey Student Learning Standards. All learners develop mathematical content knowledge due to a strong emphasis on proper academic language. By allowing students the opportunity to work through a productive struggle and providing them with multiple strategies to solve problems, teachers help our young mathematicians expand their conceptual understanding of mathematical processes. Teachers are able to make formative decisions within the four major mathematical domains using real time data obtained through the iReady platform. This information helps educators differentiate and personalize classroom instruction for all learners. Ultimately these instructional practices will foster our students’ abilities in problem solving, critical reasoning, and effective communication of their ideas.

ENGLISH LANGUAGE ARTS

We, the Toms River Regional School District, believe in fostering a love of reading through close analysis of culturally diverse texts that encourage all students to read, write, speak, listen and think critically. Students will be provided with rich content in the areas of history, science, literature, and the arts to support their learning. Multisensory approaches to reading during the primary grades allow students to build the foundation for studying a wide variety of texts. Using this foundation in reading, students are able to apply their skills to complex texts and develop their ability to write narratively, analytically and persuasively. Our district is committed to helping students develop critical thinking skills applied to reading, writing, speaking, listening and media analysis. Students will communicate effectively, collaborate thoughtfully and solve problems creatively.

SOCIAL STUDIES

SCIENCE

The Toms River Regional School District believes in an inquiry based, child-centered approach to teaching science. Using the New Jersey Student Learning Standards for Science as our framework, we utilize instructional platforms such as our TRRS Science Units, Mystery Science, Study Island, BrainPOP, and Science A-Z, to engage our young learners in meaningful activities that will inspire a love of science and the world that surrounds them.

Our philosophy is to encourage students’ natural sense of wonder and create a learning environment and opportunities where they ask and answer questions and are actively engaged in scientific and engineering concepts. We support, as well as challenge students, to grow as problem solvers, investigators, and data analyzers. We cultivate children’s innate curiosity and excitement for science and help them apply this understanding to real-world phenomena and inquiries; all in an age-appropriate approach. It is our intent that these early experiences will have a positive impact on their science education and motivation for lifelong learning.

PHYSICAL EDUCATION / HEALTH

The Toms River Regional School District is committed to providing students with a comprehensive, sequential Health and Physical Education program. With an emphasis on the connectedness among wellness, health and physical education, students will acquire the skills and knowledge necessary for understanding the benefits of maintaining a healthy, active lifestyle. In compliance with the New Jersey Student Learning Standards in Comprehensive Health and Physical Education, as well as corresponding Legislative Statutes, the program encompasses the key disciplinary concepts of personal and mental health, physical wellness, and safety. Essential components that comprise these areas and drive instructional practices include:

• acting as a responsible and contributing member of society

• building and maintaining healthy relationships

• communicating clearly and effectively

• conflict resolution

• attending to personal health

• emotional, social and physical well-being

• engaging in an active lifestyle

• positive decision making

• self-management

• goal setting

• using technology tools responsibly

As with all curricular areas, the role of the parent/guardian is instrumental to the success of the program. As we strive to continually ensure that students are supported, engaged, safe, and healthy, we will utilize our quality Health and Physical Education program to continue to contribute to the physical, mental, emotional, and social development of our students.

VISUAL AND PERFORMING ARTS

Participation in the arts, both visual and performing, is an important part of a child’s learning and growing. TRRS recognizes this by providing opportunities for students to create, perform, produce, respond to, and connect with works of art through its elementary arts program.

From kindergarten through fifth grade, students attend weekly visual art and general music classes and can participate in chorus, band, and/or orchestra beginning in fourth grade. Students also explore media arts, dance, and theater integration through their academic and special area classes.

Regularly participating in the district’s arts program, also allows students to better understand who they are, build self-esteem, develop an understanding of the world in which we live, become creative and critical thinkers, learn to value diversity, build relationships and collaboration skills, and learn responsible decision-making. All skills needed to meet the challenges of an ever-changing world and workforce.

WORLD LANGUAGE

Philosophy: World languages education provides learners with the essential language skills and cultural understandings in languages other than English necessary to live and work in a global, culturally diverse world. It is imperative that TRRS provides educational opportunities in foreign language curriculum to support a new generation of Americans who are competent in other languages and cultures and are fully equipped to compete and succeed in a global economy.

Mission: It is the mission of the World Language department to expose all students to the study of a second language enabling individuals to communicate face-to-face and by virtual means in appropriate ways with people from diverse cultures. World Language learning in Toms River Schools is designed to prepare students for a global economy by possessing the skills to become culturally aware citizens, empathetic towards varied cultural backgrounds, and flexible in cross-cultural interactions. Students will become proficient in the target language through instruction in the areas of speaking, listening, reading and writing and through authentic practice and cultural connections. Our proficiency goals are consistent with the standards set forth in the American Council for the Teaching of Foreign Languages (ACTFL).

Vision: Language learners are encouraged to take risks using the target language in a safe, collaborative environment that prepares them to communicate in a global world with people from diverse cultures, appreciating equally diverse perspectives. An education in world languages fosters a population that:

• Cultivates communication and cultural understanding in more than one language with the levels of language proficiency that are required to function in a variety of occupations and careers in the contemporary workplace. Exhibits attitudes, values, and skills that indicate a positive disposition and understanding of cultural differences and that enhances cross cultural communication.

• Participates in local and global communities with people who speak languages other than English to address social justice issues and other global problems.

• Values language learning for its long-term worth in advancing personal, work-related, and/or financial success in our increasingly interconnected world.

CHILD STUDY TEAM / SPECIAL EDUCATION

Office of Special Education Mission Statement: To provide specialized and individualized education to all students in the least restrictive environments

Toms River Regional School District collaborates with New Jersey Coalition for Inclusive Education (NJCIE) on best practices in Special Education. Child Study Teams evaluate students’ needs and prepare Individualized Education Plans to include special education students in the least restrictive environment. Teams tailor accommodations, modifications and services to meet the needs of the student. Special Education Teachers and Related Service providers individualize skills through specialized instruction and multi-sensory strategies. Special programs include supplemental curriculum geared toward student growth and success with measurable data. The special education department includes families in IEP development and services. Family networking is provided through Special Education Parent Advisory Group (SEPAG).

GIFTED AND TALENTED PROGRAM/BASIC SKILLS

Toms River Regional Schools is committed to nurturing every student’s unique talents, interests, and abilities. In order to fulfill our mission, our staff members get to know students both academically and personally, while integrating their interests into learning experiences within and beyond our classrooms. Staff members utilize formal and informal assessment data to plan meaningful learning activities that allow our students to reach beyond their current level of understanding, which creates a strong academic foundation while also fostering the development of self-confidence in our learners. Our comprehensive approach to meeting the needs of our diverse learners allows us to maximize the academic, social, and emotional growth of each student as they participate in appropriate academic challenges in our classrooms.

Gifted and Talented

For students that demonstrate specific academic strengths, our elementary curriculum model contains enrichment suggestions and increasingly complex questions and activities that are utilized by our faculty members to provide students with differentiated learning opportunities in all content areas.

Bright learners thrive in the differentiated classroom, whereas truly gifted learners, who make up about 5% of the school population, may require additional modifications to their academic program to meet their unique needs. For these learners, a variety of K-5 programs aligned to the National Association for Gifted Children programming standards enable students to apply and accelerate their skill set through experiences beyond the general education classroom in the areas of mathematics, English language arts, research and exploration, and critical thinking skills. These programs and the qualification criteria are further outlined in our district Gifted and Talented Program Guide.

Basic Skills

For students in need of remediation related to the New Jersey Student Learning Standards, our elementary curriculum model contains suggestions for academic support and differentiation in all content areas.

Through the evaluation of multiple data points, students may qualify to receive targeted, explicit instruction in the essential, research-based components of reading: phonological awareness, phonics, fluency, vocabulary, and comprehension. In an effort to ensure that our youngest have appropriate language comprehension and word recognition skills as they become fluent readers, students in grades 1-3 receive approximately 3-4 intervention periods per week. In grades 4 and 5, students receive approximately 1-2 intervention periods per week. Using a systematic, repetitive, multi-sensory instructional approach, our staff works with students in small groups to develop deeper reading and comprehension skills. Ongoing progress monitoring using student reading levels and the CORE Phonics Survey ensures that students are maximizing growth and literacy achievement.

Title One Basic Skills

In accordance with the Elementary and Secondary Education Act (ESSA), a legal document that requires that all schools receiving Title 1 funds, schools must provide all students a significant opportunity to receive a fair, equitable and high quality education and to close educational achievement gaps.

Title One schools in Toms River Regional Schools have programs, activities and procedures for both students and parents. Notification of rights and responsibilities of all stakeholders is communicated through a Right to Know letter distributed the first week of school.

Parents will have the opportunity to attend a school meeting and have multiple opportunities throughout the school year to be involved. The involvement of families is crucial to the academic success and well-being of all students. Families working together with schools to foster a high regard for education, build self-confidence, strive for success make the school community a thriving and productive place.

Parent Programs will be communicated throughout the year by the Title One staff in each school.

Students in the elementary grades participating in Title One services will receive LLI instruction. This Literacy Leveled Instruction (LLI) gives students an intensive, small group environment to close achievement gaps in both reading and writing. LLI deepens and expands comprehension with close reading. Throughout the program, students are continually assessed both formally and informally to help teachers adjust their instruction to meet the needs of the student and help them grow exponentially.

A review of assessments and academic growth determines if students enter, exit or stay in the program after each trimester using criteria set by the district.

GUIDANCE / SOCIAL & EMOTIONAL LEARNING

Toms River Regional Schools’ students will develop self-awareness and a strong social network to build a positive self-image, enabling them to make good choices and continue to develop coping skills and strategies to increase resiliency. Our community is committed to providing opportunities and resources in pursuit of lifelong learning.

Guidance

Guidance intervention consists of check-ins, group and individual sessions, and collaboration with the community and staff to ensure all students feel safe in their environment. The counselor's role is to work with children on an individual basis or in small group sessions, and consult with teachers, parents and school administration. The counselor helps children with many difficulties and adjustments. Children may be referred to the counselor by a teacher, the school administration, the child's parents or guardian, or by a self- referral. If it is felt that the counseling will require more than one session, the counselor will request that the parents or guardian sign a consent form for the counselor to continue seeing the child.

What is SEL?

Social emotional learning (SEL) is the process through which children and adults acquire and apply the knowledge, attitudes, and skills necessary for being a healthy adult. This includes problem-solving skills, communication and understanding, as well as teaching kids to embrace diversity and build healthy relationships that will last well into adulthood. These tools will help guide our students to manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships and make responsible decisions. Guidance intervention consists of check-ins, group and individual sessions, and collaboration with the community and staff to ensure all students feel safe in their environment.

INTERVENTION AND REFERRAL SERVICES

The Intervention and Referral Services (I&RS) Committee provides academic and/or behavioral assistance to individual students through a problem-solving group that consists of social workers, Board Certified Behavior Analysis, teachers, counselors and administrators. Multi-tiered systems of supports provide a framework of interventions that allow students to progress towards individualized goals. Families are invited to become active members of the committee as plans are developed and progress monitoring is reviewed. Students are encouraged to take steps in becoming independent learners through using goal sheets to complete classroom tasks. School resources such as counseling and other related services will also be provided if necessary.

RELATED SERVICES

Candidates for school based related services would be determined after a formal evaluation, which can be recommended following a routine screening or parent referral. School based therapy is designed around providing students access to their education and navigating the school environment.

EQUIPO DE ESTUDIO INFANTIL / EDUCACIÓN ESPECIAL

Oficina de Educación Especial Declaración de la misión: Proporcionar educación especializada e individualizada a todos los estudiantes en los entornos menos restrictivos

El Distrito Escolar Regional de Toms River colabora con la Coalición de Educación Integrada de Nueva Jersey (NJCIE) en las mejores prácticas en Educación Especial. Los equipos de estudio infantil evalúan las necesidades de los estudiantes y preparan planes de educación individualizados para incluir a los estudiantes de educación especial en el entorno menos restrictivo. Los equipos adaptan las adaptaciones, las modificaciones y los servicios para satisfacer las necesidades del estudiante. Los maestros de educación especial y los proveedores de servicios relacionados individualizan las habilidades mediante instrucción especializada y estrategias multisensoriales. Los programas especiales incluyen un plan de estudios complementario orientado al crecimiento y el éxito de los estudiantes con datos medibles. El departamento de educación especial incluye a las familias en el desarrollo y los servicios del IEP. La red familiar se proporciona a través del Grupo Asesor de Padres de Educación Especial (SEPAG).

PROGRAMA DE DOTADOS Y TALENTOSOS / HABILIDADES BÁSICAS

Las escuelas regionales de Toms River están comprometidas a fomentar los talentos, intereses y habilidades únicos de cada estudiante. Para cumplir con nuestra misión, los miembros de nuestro personal llegan a conocer a los estudiantes tanto académica como personalmente, mientras integran sus intereses en las experiencias de aprendizaje dentro y fuera de nuestras aulas. Los miembros del personal utilizan datos de evaluaciones formales e informales para planificar actividades de aprendizaje significativas que permitan a nuestros estudiantes ir más allá de su nivel actual de comprensión, lo que crea una base académica sólida al mismo tiempo que fomenta el desarrollo de la confianza en sí mismos en nuestros alumnos. Nuestro enfoque integral para satisfacer las necesidades de nuestros diversos estudiantes nos permite maximizar el crecimiento académico, social y emocional de cada estudiante a medida que participan en los desafíos académicos apropiados en nuestras aulas.

Dotados y talentosos

Para los estudiantes que demuestran fortalezas académicas específicas, nuestro modelo de plan de estudios de primaria contiene sugerencias de enriquecimiento y preguntas y actividades cada vez más complejas que los miembros de nuestra facultad utilizan para brindarles a los estudiantes oportunidades de aprendizaje diferenciadas en todas las áreas de contenido.

Los estudiantes brillantes prosperan en el aula diferenciada, mientras que los estudiantes verdaderamente dotados, que representan aproximadamente el 5% de la población escolar, pueden requerir modificaciones adicionales a su programa académico para satisfacer sus necesidades únicas. Para estos estudiantes, una variedad de programas K-5 alineados con losla estándares de programación deAsociación Nacional para Niños Dotados les permiten a los estudiantes aplicar y acelerar su conjunto de habilidades a través de experiencias más allá del aula de educación general en las áreas de matemáticas, artes del lenguaje inglés, investigación y exploración. y habilidades de pensamiento crítico. Estos programas y los criterios de calificación se describen con más detalle en ladistrito Guía de programas para estudiantes dotados y talentosos del.

Habilidades básicas

Para los estudiantes que necesitan una remediación relacionada con los Estándares de aprendizaje de los estudiantes de Nueva Jersey, nuestro modelo de plan de estudios de primaria contiene sugerencias para el apoyo académico y la diferenciación en todas las áreas de contenido.

A través de la evaluación de múltiples puntos de datos, los estudiantes pueden calificar para recibir instrucción específica y explícita en los componentes esenciales de la lectura basados ​​en la investigación: conciencia fonológica, fonética, fluidez, vocabulario y comprensión. En un esfuerzo por asegurarnos de que nuestros más pequeños tengan una comprensión adecuada del lenguaje y las habilidades de reconocimiento de palabras a medida que se convierten en lectores fluidos, los estudiantes en los grados 1-3 reciben aproximadamente 3-4 períodos de intervención por semana. En los grados 4 y 5, los estudiantes reciben aproximadamente 1-2 períodos de intervención por semana. Utilizando un enfoque de instrucción sistemático, repetitivo y multisensorial, nuestro personal trabaja con los estudiantes en grupos pequeños para desarrollar habilidades de lectura y comprensión más profundas. El monitoreo continuo del progreso usando los niveles de lectura de los estudiantes y la Encuesta de Fonética CORE asegura que los estudiantes maximicen el crecimiento y el rendimiento en lectoescritura.

Destrezas básicas del Título 1

De acuerdo con la Ley de Educación Primaria y Secundaria (ESSA), un documento legal que requiere que todas las escuelas que reciben fondos del Título 1, las escuelas deben brindar a todos los estudiantes una oportunidad significativa para recibir una educación justa, equitativa y de alta calidad y para cerrar las brechas en los logros educativos.

Las escuelas de Título Uno en las Escuelas Regionales de Toms River tienen programas, actividades y procedimientos tanto para los estudiantes como para los padres. La notificación de los derechos y responsabilidades de todos los interesados ​​se comunica a través de una Derecho a Saber carta dedistribuida la primera semana de clases.

Los padres tendrán la oportunidad de asistir a una reunión escolar y tendrán múltiples oportunidades durante el año escolar para participar. La participación de las familias es fundamental para el éxito académico y el bienestar de todos los estudiantes. Las familias que trabajan junto con las escuelas para fomentar una alta consideración por la educación, desarrollar la confianza en sí mismas y luchar por el éxito hacen de la comunidad escolar un lugar próspero y productivo.

Los programas para padres serán comunicados durante todo el año por el personal de Título Uno en cada escuela.

Los estudiantes de los grados primarios que participan en los servicios del Título Uno recibirán instrucción LLI. Esta Instrucción Nivelada de Alfabetización (LLI) brinda a los estudiantes un ambiente intensivo de grupos pequeños para cerrar las brechas de rendimiento tanto en lectura como en escritura. LLI profundiza y amplía la comprensión con una lectura atenta. A lo largo del programa, los estudiantes son evaluados de manera continua tanto formal como informalmente para ayudar a los maestros a ajustar su instrucción para satisfacer las necesidades del estudiante y ayudarlos a crecer exponencialmente.

Una revisión de las evaluaciones y el crecimiento académico determina si los estudiantes ingresan, salen o permanecen en el programa después de cada trimestre utilizando los criterios establecidos por el distrito.

ORIENTACIÓN / APRENDIZAJE SOCIAL Y EMOCIONAL

Los estudiantes de las escuelas regionales de Toms River desarrollarán la conciencia de sí mismos y una sólida red social para construir una imagen positiva de sí mismos, lo que les permitirá tomar buenas decisiones y continuar desarrollando habilidades y estrategias de afrontamiento para aumentar la resiliencia. Nuestra comunidad está comprometida a brindar oportunidades y recursos en pos del aprendizaje permanente.

Orientación

La intervención de orientación consiste en registros, sesiones grupales e individuales y colaboración con la comunidad y el personal para garantizar que todos los estudiantes se sientan seguros en su entorno. La función del consejero es trabajar con los niños de forma individual o en sesiones de grupos pequeños y consultar con los maestros, los padres y la administración de la escuela. El consejero ayuda a los niños con muchas dificultades y adaptaciones. Los niños pueden ser referidos al consejero por un maestro, la administración de la escuela, los padres o tutores del niño o por una auto-referencia. Si se cree que la consejería requerirá más de una sesión, el consejero solicitará que los padres o el tutor legal firmen un formulario de consentimiento para que el consejero continúe viendo al niño.

¿Qué es SEL?

El aprendizaje socioemocional (SEL) es el proceso a través del cual los niños y los adultos adquieren y aplican los conocimientos, las actitudes y las habilidades necesarias para ser un adulto sano. Esto incluye habilidades de resolución de problemas, comunicación y comprensión, así como enseñar a los niños a aceptar la diversidad y construir relaciones saludables que durarán hasta la edad adulta. Estas herramientas ayudarán a guiar a nuestros estudiantes a manejar las emociones, establecer y lograr metas positivas, sentir y mostrar empatía por los demás, establecer y mantener relaciones positivas y tomar decisiones responsables. La intervención de orientación consiste en registros, sesiones grupales e individuales y colaboración con la comunidad y el personal para garantizar que todos los estudiantes se sientan seguros en su entorno.

SERVICIOS DE INTERVENCIÓN Y REFERENCIA

El Comité de Servicios de Intervención y Remisión (I&RS) proporciona asistencia académica y / o conductual a estudiantes individuales a través de un grupo de resolución de problemas que consta de trabajadores sociales, análisis de conducta certificado por la junta, maestros, consejeros y administradores. Los sistemas dede varios niveles apoyo proporcionan un marco de intervenciones que permiten a los estudiantes progresar hacia metas individualizadas. Se invita a las familias a convertirse en miembros activos del comité a medida que se desarrollan los planes y se revisa el seguimiento del progreso. Se anima a los estudiantes a tomar medidas para convertirse en aprendices independientes mediante el uso de hojas de metas para completar las tareas del aula. También se proporcionarán recursos escolares, como asesoramiento y otros servicios relacionados, si es necesario.

SERVICIOS RELACIONADOS Los

candidatos para los servicios relacionados con la escuela se determinarán después de una evaluación formal, que puede recomendarse después de una evaluación de rutina o una referencia de los padres. La terapia basada en la escuela está diseñada para brindar a los estudiantes acceso a su educación y navegar por el entorno escolar.

Homework assignments are very important as a follow-up of work done each day in the classroom. Students should be conscientious in completing homework assignments and take pride in doing them neatly, accurately, and consistently.

With the wide range of ages and abilities, it is impossible to tell you exactly how much time must be spent each day on homework. Students in grades 1-5 will generally have some form of homework on a daily basis (reading, writing, math, studying, etc.). However, the following guidelines have been established by our staff and should help you to determine if your child is completing his/her homework assignments:

1. Assignments in grades 1 and 2 will take approximately 10-20 minutes daily.

2. Grades 3 through 5 assignments will take approximately 30 minutes daily.

3. Long term assignments, such as reports, compositions, projects, etc., are considered above and beyond regular homework assignments.

4. Assignments are expected to be completed and returned on their due date.

5. Your guidance and assistance during the completion of homework is encouraged.

asignaciones de tareas son muy importantes como seguimiento del trabajo realizado cada día en el salón de clases. Los estudiantes deben ser concienzudos al completar las tareas y estar orgullosos de hacerlas de manera ordenada, precisa y consistente.

Con la amplia gama de edades y habilidades, es imposible decirle exactamente cuánto tiempo debe dedicar cada día a la tarea. Los estudiantes en los grados 1-5 generalmente tendrán algún tipo de tarea a diario (lectura, escritura, matemáticas, estudio, etc.). Sin embargo, nuestro personal ha establecido las siguientes pautas y deberían ayudarlo a determinar si su hijo está completando sus asignaciones de tarea:

1. Las asignaciones en los grados 1 y 2 tomarán aproximadamente 10-20 minutos diarios.

2. Las asignaciones de los grados 3 al 5 tomarán aproximadamente 30 minutos diarios.

3. Las asignaciones a largo plazo, tales como informes, composiciones, proyectos, etc., se consideran más allá de las asignaciones regulares de tareas.

Standards-Based Report Card

A standards-based report card provides a measure of how well each student does in relation to the New Jersey Student Learning Standards. One benefit of a standards-based report card is that it provides a comprehensive snapshot of each students’ strengths and weaknesses. The report card is designed to inform you about your child’s progress.

Throughout each trimester, learning targets are routinely assessed. Teachers use assessment results to track student’s progress, give appropriate feedback, and adapt instruction to meet individual needs including remediation and enrichment. Standards-based grading provides a framework to regularly measure student progress.

Approach to Assessment

Common Benchmark Assessments have been created for all elementary schools to establish a baseline. Using this data, our teachers are able to assess how well our students are doing and then can adjust instruction accordingly. Our students will, in turn, have a concrete way to measure their own progress. They will be able to set achievable goals and make plans to successfully improve their performance.

Additional assessment strategies will be used throughout the trimesters. These multiple methods will provide data that can be combined with classroom participation and the teacher’s own observations. Student involvement is an important component of student learning. Assessments are an intrical part of growing students as they progress through their learning path.

Informebasada en estándares

Libreta de calificaciones basadas en estándaresA proporciona una medida de lo bien que cada estudiante hace en relación con los estándares de aprendizaje de los estudiantes de Nueva Jersey. Uno de los beneficios de una boleta de calificaciones basada en estándares es que proporciona una instantánea completa de las fortalezas y debilidades de cada estudiante. La boleta de calificaciones está diseñada para informarle sobre el progreso de su hijo.

A lo largo de cada trimestre, los objetivos de aprendizaje se evalúan de forma rutinaria. Los maestros usan los resultados de las evaluaciones para rastrear el progreso de los estudiantes, dar retroalimentación apropiada y adaptar la instrucción para satisfacer las necesidades individuales, incluida la remediación y el enriquecimiento. La calificación basada en estándares proporciona un marco para medir regularmente el progreso de los estudiantes.

Enfoque de evaluación

Se han creado evaluaciones de puntos de referencia comunes para todas las escuelas primarias para establecer una línea de base. Con estos datos, nuestros maestros pueden evaluar qué tan bien se están desempeñando nuestros estudiantes y luego pueden ajustar la instrucción en consecuencia. Nuestros estudiantes, a su vez, tendrán una forma concreta de medir su propio progreso. Podrán establecer metas alcanzables y hacer planes para mejorar con éxito su desempeño.

Se utilizarán estrategias de evaluación adicionales a lo largo de los trimestres. Estos múltiples métodos proporcionarán datos que se pueden combinar con la participación en el aula y las propias observaciones del maestro. La participación de los estudiantes es un componente importante del aprendizaje de los estudiantes. Las evaluaciones son una parte intrínseca del crecimiento de los estudiantes a medida que avanzan en su camino de aprendizaje.