FOSSIL TIME CARDS & GEOLOGIC TIME CARDS, ACTIVITY 92

fossil time cards A-CFOSSIL TIME CARDS A-C
fossil time cards D-FFOSSIL TIME CARDS D-F
geologic time cards G-LGEOLOGIC TIME CARDS G-L

SCIENCE TEAM'S STANDARDS-BASED GRADING SYSTEM

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INFORMATION ABOUT THE SCIENCE TEAM’S STANDARDS-BASED GRADING SYSTEM

 

 There have been two major changes in Science at Hosford this year, changes that can be a lot for parents to take in, especially those among you who are sending their first sixth grader to us.  We have a new adoption (textbook and curriculum materials) in PPS and the Science team has changed the grading system to a standards-based proficiency system.  The new grading system aligns well with the new adoption, and also with PPS and Common Core standards for Science.

  

Since the new grading system is used in all three grades for Science, understanding it now will also help parents as their children progress through 7^th and 8^th grades.  The scores that are displayed in EdBox are grades, using the standards-based system; they have meaning.  As an example, if a student earns a “PR” or “progressing” for an assignment, that child demonstrates a good understanding of the material covered by the standard that the assignment covers.  The child is working at 6^th grade level and has the necessary 6^th grade background to succeed in high school Biology.  A “PR” score is up to and including 100% proficiency.

Also, I’d like to put in a word on behalf of students who may not be earning PR on a regular basis at this time.  The high school graduation requirements for science and math are the same—three credits or three years. However, very few students in PPS have a daily science time in their classes in elementary school. Students study math daily from the time they are in kindergarten.  Unlike math, if a child earns a PR on a 6^th grade science assignment, s/he is doing so with little background knowledge from school.

  --> All of us know what it is like to begin learning a new skill.  Understanding science, especially science in the inquiry format as it is now taught in PPS middle schools, is a challenge, especially at the beginning of the year.  I ask you to think back to the last time you had to learn a new skill with little to no background to help you.  Then I think you can appreciate what middle school science students are coping with.  More proficiency will come as the school year goes on, though there will be new content every few weeks.  The skills of thinking and working like a scientist can be applied to all content, though, so science should get easier for your child as the year progresses.

  

As always, please feel free to email me at cpinegar@pps.net with your questions and concerns.

Science Team uses standards-based scoring

Hello 6th grade science families:
This is just a short reminder that your child's grade in science will be standards-based, rather than the + check - system of Portland Public elementary schools or the traditional A-F system that many middle school and high school teachers use.

This means you will see different scores ("grades") for science.  They cannot be equated to letter grades.  They are based on how well your child is progressing toward proficiency in meeting the standards for the course.  A "PR" or "Proficient" is proficient UP TO AND INCLUDING 100% proficiency.

Here is a link to Mr. Bacon's October 11 letter about the standards-based system.  The letter was sent to all Hosford families: http://bit.ly/ZGtcLj

Grading/ scoring; Parent/ Teacher conferences; finish ecology; begin "Body Works"

Parent-teacher conferences are for ALL families, and I encourage parents to bring their children.  I understand that some parents don't want to and respect that choice.  Our new science curriculum is rigorous and the expectations for earning a "3" are high - it's built into the curriculum.  It's also important to remember that most of us aren't proficient at new skills until we've practiced a while.  The types of skills required to master this curriculum, or to become proficient, are new for all of our students, so I encourage parents to be patient with their children while the students learn how to "think like a scientist."  

Also, for those not familiar with the Hosford grading system - your child earns an academic grade and an effort grade in each class.  Effort grades are:  CN consistently demonstrates effort; OF often demonstrates effort; SM sometimes demonstrates effort; and SL seldom demonstrates effort.  Students who earn no SM or SL marks, only one OF mark and all of the rest CN are on the Principal's List for the grading period/ quarter.  Students who earn a combination of CN and OF are on Honor Roll.  This is to reinforce our staff belief that academic success is tied at least in part to effort.

Since my last post, we've been exploring the effect of reduced resources or increased competition on the population of a species.  Yesterday and today we are playing a game called, "Oh Deer!" to illustrate the connections between resources and population size.  Then we're making data tables and graphing the data.  Afterward, there are analysis questions to answer.  This is Activity 84.

The next unit we'll study is called "Body Works", about the human body.  

Scoring guide, Miracle Fish; Outdoor School wrap up

As promised to several of you last week, here is scoring information for the Analysis of The Miracle Fish, Activity 72.  To earn a "3"/ PR (proficient up to 100%), a student's work must include:
1.  a decision (a position of yes or no re "the Nile Perch should have been introduced.")
2.  at least two pieces of evidence in support of the decision.
3. a description of one trade-off of the decision.
I'm sorry I didn't publish this over the weekend.  I was out of town and had internet access problems.

Last week students finished their online research for Activity 73, Introduced Species.  Students are to keep their notes, which are on a special form designed for the Activity.  I hope to use this information in a future lesson.  On Thursday, we did a wrap-up activity to connect information learned during the four Outdoor School field studies of plants, water, soil and animals.  You may ask your child to show you her/ his web, linking the key vocabulary s/he wrote for each field study.

Midterm progress report grades

...have been entered.  Please note there are two grades at this time.  The first grade is for turning in the parent signature page of the "first day letter."  This is the letter I passed out at open house.  The next day, I invited students to take a copy home if they knew their parents didn't come to open house.  Many students have not turned in the last page, the parent signature page.  I will pass out more copies of the letter on Thursday, so students have another opportunity to alert their parents to my policies.

The second grade is weighted twice as heavy as the first as it is for academic work.  This grade is for an assessment; the Analysis section of Activity 72, The Miracle Fish.  If you are interested in more information about this activity, ask your child to explain it and to show you her/ his work in the Lab Notebook.  Students also have an opportunity to redo this work and turn it in again for regrading.  I will do some "regrading" next week.  The reading for this activity is available online through the student text at: sepuplhs.org/middle.html.  When you logon to the website the username is: science.  The password is: inspires.  This information should be written on the inside front cover of your child's lab notebook.  The questions that I checked from this analysis involve critical thinking skills and integrating background knowledge with information from the text.

We are finishing up a short online research project on invasive species found in Western Oregon.  Next, we will work with how organisms are classified (grouped).

Almost all of us had a great time at Outdoor School and students learned a lot about themselves, about living with others, and about ecology in Western Oregon.  Today, I sent home Outdoor School field notebooks, soil profile samples and "critter catch watercolors" from the water field studies.  I believe one class will receive theirs tomorrow to take home.  I will soon show a brief slideshow to periods 1 & 2, using photos taken with my phone during our times at Howard Outdoor School.

I continue to enjoy working with your children, giving them some background in Ecology.  The next unit we will work with will be "Body Works", about the human body.  Ciao for now!

STANDARDS-BASED GRADES, EDBOX

ABOUT EDBOX, GRADES & MY CLASSES

If you have questions about EdBox, please read this link:  IT Resources for Parents/ Students .   Reading the information at this link should provide you with a great deal of help if you are experiencing difficulties understanding all that you see in EdBox. Concentrate especially on the Parent/ Student Reference Guide and the Frequently Asked Questions.  I'm sorry that  I'm not in a position to offer assistance in using the software.   If you need more orientation to the EdBox tool, you can do it yourself by reading the information at these links or, you can attend a training provided by the IT Department.  Exploring the website may provide you with information about any trainings that are available.
ALSO:
Here are some answers from IT's frequently asked questions link and other information found on the IT website:

 FREQUENTLY ASKED QUESTIONS (FAQs), INFORMATION ABOUT ENTERING GRADES, & GRADING SYMBOLS USED BY MS. PINEGAR
What if I have a question about the grades I see in the EdBox Viewer?
The EdBox Viewer is not meant to replace communication among parents, teachers, and students. If you have a question about the grades and assignments, please discuss first with your child. Encourage your child to speak with the teacher themselves for grade resolution. If questions remain, please contact the teacher.

When can I expect grades to be posted?
Grades will be visible in the EdBox Viewer upon the teacher entering grades into the Gradebook. Please allow teachers turnaround time to enter grades. Keep in mind that additional time should be provided in the case of research papers and other special projects, which may take longer for teachers to grade.
As you look at the list of assignments in the Parent Viewer:
OVERDUE ASSIGNMENTS are assignments for which scores have not yet been entered by the teacher. These assignments may be pending grading, haven’t been entered into the system yet, or were not submitted to the teacher.
ASSIGNMENTS IN THE MIDDLE are those due today.
ASSIGNMENTS IN THE LAST SECTION are due on future dates.

 Please note: It is at the teachers’ discretion as to when and how s/he enters assignment information.
Some teachers may choose to communicate upcoming assignments by entering the
assignment description and due date into the gradebook before the assignment is
due. Others may only enter the assignment information after the assignment has
been graded when they are ready to enter the scores. Teachers may also use a com-
bination of these two approaches, depending on the content area and teachers’ pref-
erence.
Missing assignments may be calculated by teachers in a variety of ways. Please check with your child or the teacher for the policy specific to each class.
What do X and Z represent?
Two codes may be used in place of a letter grade: X and Z.
An “X” indicates that the student has been excused from the assignment. The “X” calculates just like a blank grade; it does not count towards the student’s grade in any way.
A “Z” indicates that the assignment is missing. The “Z” calculates in the same way as a zero (0).

AND LAST, BUT NOT LEAST - WHAT DO EX, PR, DV, and DN MEAN, ANYWAY?  Please go to this link for information:
4 pt. proficiency-based rubric There you will find information on our standards based scoring for science and on the schoolwide effort grades at Hosford.