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Meet the Team

Classroom Teachers Mrs. Vicki Buchler, ITL Mrs. Clanci Gosnell Mrs. Karen Jablon Mrs. Kelsey Rudrow Mr. Scott Sines	Team Para Mrs. Gail Blanding GT Resource Teachers Mrs. Rachel Benne Mrs. Amy Carguilo Mr. AJ Nath	Special Educators Mrs. Kara Dolan Mrs. Lisa Ryder Mrs. Kathy Williams

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9:10-9:40	Opening and SEL
9:40-10:55	Math
10:55-11:40	Writing
11:40-12:40	Related Arts
12:40-1:35	Content
1:35-2:35	Lunch and Recess
2:35-3:55	Reading
3:55	Dismissal

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Snack Policy

Students are permitted to have snack in Homeroom before lunch.

Please make sure the snack is healthy and easy to eat while completing independent work. Snacks must be nut-free.

Only water will be permitted in the classroom.

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Attendance Matters!

Too many absences, both excused and unexcused, can hinder a child's academic progress.

How many absences are too many? 10% of the school year- that's 18 absences (2 a month)- can knock a student off track.

Please help us support a culture of showing up to school every day!

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Respectful

Others Included

Always Safe

Responsible

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PBIS School
Paw Prints
Wildcat of the Week
Club Day
Class Tokens
1-2-3 Magic

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1-2-3 Magic

School-wide, consistent behavior management system (classroom, lunch/recess, related arts, etc.)

Staff will teach the system to students & emphasize ROAR rules

Students may receive two verbal warnings to stop a behavior. On the third verbal warning, a reflection form is completed and sent home for parents to sign

1-2-3 Magic works well at home too!

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Written by Howard County teachers
Aligned to the Maryland College and Career Readiness Standards

For more information and ”What Your Child Will Learn” guides visit:

http://www.hcpss.org/academics/

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4th Standards	4A Standards	4A Standards
Whole Numbers: Place Value, Addition, Subtraction, Multiplication, Division Fraction: Add, Subtract, Multiply Decimals: Add, Subtract Measurement and Data Geometry: Lines, angles, triangles Patterns	Place Value: Whole Numbers and Decimals Fractions: Add, Subtract, Multiply, Division Measurement and Data Geometry: Coordinate System, 2D objects (quadrilaterals) Numerical Expressions and Patterns	Expressions and Equations Place Value: Whole Numbers and Decimals Multiplication and Division Fractions: All operations Geometry: Area of 2D and 3D objects Statistics

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Quarter 1	Quarter 2	Quarter 3	Quarter 4
The Writing Community The Writing Process Personal Narrative	Narrative Writing Opinion Writing	Informational Expository Nonfiction Poetry	Fiction Functional Writing

Writing Workshop Structure:

Sharing Mentor Text/ Teacher demonstration
Whole group “mini-lesson”
Independent Writing Time
Writing conferences
Sharing

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Into Reading

Into Reading is a comprehensive literacy core program that was designed around the Science of Reading
Students are provided with opportunities for direct instruction and guided practice in the areas of:

foundational skills (phonemic awareness and phonics)
fluency
vocabulary
comprehension

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Reading Genres

Realistic Fiction
Historical Fiction
Traditional Literature
Fantasy
Science Fiction
Poetry
Mystery
Informational
Autobiography/Biography

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Quarter 1	Quarter 2	Quarter 3	Quarter 4
Energy	Waves	Earth’s Systems: Shaping the Earth	Structure, Function, and Information

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Quarter 1	Quarter 2	Quarter 3	Quarter 4
Worlds Collide	Early Settlements	Colonial Life	Maryland in Business

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HEALTH

Quarter 1	Quarter 2	Quarter 3	Quarter 4
Social and Emotional Health	Violence Prevention	Personal Health	Disease Prevention

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Language Arts

Creating Lifelong Readers
Read for 20 minutes and respond to a focus question on Thursday

Math

To be determined by your child’s math teacher. No more than 20 minutes.

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Why should my child read every night?

Percentile Rank	Minutes per Day Spent Reading
98th	67.3
90th	33.4
70th	16.9
50th	9.2
30th	4.3
10th	1.0
2nd	0.0

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All students will have access to an HCPSS Device
Weekly Class with the technology teacher during Related Arts
Use in reading/math/content small group rotations
Devices will be stored at school

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HCPSS permits students to bring personal technology devices to school, according to the following rules:

Elementary Schools – Students will keep personal technology devices in backpacks during the school day, unless otherwise authorized by school administrators or instructional staff.

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Email Communications
Canvas Page
Take-Home Folders

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Field Trip Chaperones
Classroom Support as needed
End of Year Activities
School-Wide Opportunities

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Growth Mindset

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Standards-Based Instruction and Reporting

SBIR

Grades 3 - 5

2024-2025

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What is Standards Based Instruction and Reporting?

Outlines consistent standards to be taught, is focused on learning goals, and sets purpose.
Reports student achievement in reference to the standards they are taught with consistent scoring practices.
Supports all students in reaching the standards.
Progress is reported compared to a standard - not compared to other students.
Is equitable.

(Feldman, 2017; Brookhart 1994; Guskey, 2011; Guskey and Brookhart, 2019)

What is Standards Based Instruction and Reporting (SBIR)? It is how we think about planning, teaching, and grading. Everything we do is tied back to the standards in each content area. It is important that we all understand/remember the overarching purpose of SBIR and why we are transitioning to this approach for instruction and reporting.

By focusing on standards, we are:

Consistent with learning and purpose, for every grade, every classroom.

Student achievement is reported in reference to the STANDARDS they are taught, and scoring practices become consistent from classroom to classroom, and school to school.

It is a focused approach to support all students in reaching standards.

Student progress is reported compared to a standard, not compared to other students.

It is an equitable practice.

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What Do Academic Grades Look Like?

Progress toward meeting grade level standards will be reported based on multiple measures including, but not limited to, teacher observation, formal and informal assessments, classwork, and projects.

A - Consistently meets expectations (90% or higher)

B - Frequently meets expectations (89% - 80%)

C - Making sufficient progress toward expectations ( 79% - 70%)

D - Making insufficient progress toward expectations (69% - 40%)

E - Limited / No progress toward expectations (39% or below)

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Academic Reporting Codes

How often are grades reported for each subject?

Subject Areas are reported QUARTERLY

Related Arts are reported SEMESTERLY.

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Learning Behaviors

Number grades 1, 2, 3 for learning behaviors
Two pages
Quarterly grades on first page, related arts grades and teacher comments on the second page
Multiple measurement topics for each content area
All students in a grade get the same report card

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Learning Behaviors

There are five learning behaviors reported. These behaviors are taught and reinforced throughout a student’s day, as these are behaviors that will help them to be more successful in school.

Teachers from all schools, all content areas, and all grade levels worked to develop indicators/examples for each learning behavior, to give greater detail and understanding, for colleagues, students, and parents.

These indicators give students, families, and newer teachers a sense of what the learning behavior means and how it might be demonstrated. The indicators help guide teachers as they consider and report on the the learning behavior. Although examples are provided, they are only a few, and there are many more ways students can show demonstrate these behaviors. The resources provided at the end of this presentation will give you more information about learning behaviors and their grade level indicators.

It is important to note that Prekindergarten students do not have learning behaviors as a separate chart on their report card, as these learning behaviors are actually part of their academics, part of their Social Foundations standards. Prekindergarten will have learning behaviors reported, but as part of their grades, not as different codes.

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Comment Box

Learning Behaviors for RA

Related Arts grades

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Report Card Comments

All report cards include a section for written narrative comments, which will include a comment:

Highlighting a student strength.
Stating if a student is working on standards beyond their current grade level, if applicable.
Providing clarification on what a student should continue to work on for any measurement topics marked “D or E”
Providing clarification on what a student should continue to work on for any learning behaviors marked “3.”
Providing clarification on any not applicable (N/A), if applicable.

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More Information on SBIR

Access the QR code to view standards based instruction and reporting parent resources.

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Lysol Wipes
Dry-Erase Markers
Tissues

**Please replenish your child’s pencil box supplies as needed (crayons and glue sticks).

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We look forward to working with

your child, and together we

will have a wonderful year!

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Waverly Elementary School

Back to School Night

Have a wonderful school year!