Mrs. Campbell
6th Grade Blue Team
Math
Room 215
mcampbell@tolland.k12.ct.us

Math.png

This webpage will be update weekly with academic practice and upcoming assessments. This should not replace students using their agendas daily or bringing them home. It is a tool to help parents stay informed and involved in their child's education.

Access to the on-line textbook:
http://my.hrw.com
ID: gstudent1175
Password: k3m3r

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Week of October 8th:

Monday: 
NO SCHOOL
Tuesday:
NO SCHOOL
Wednesday:
Advanced Math: Reflex Math
Grade 6 Math: Reflex Math; Chapter 2 Summative (test) on Tuesday
Thursday:
Advanced Math: N.A.P.
Grade 6 Math: Chapter 2 Summative (test) on Tuesday
Friday:
Advanced Math: Chapter 1 Lesson 1 Quiz on Tuesday (number lines and comparing fractions/decimals)
Grade 6 Math: Chapter 2 Summative (test) on Tuesday

Week of October 1st:

*Advanced Math has a formative (quiz) on Friday

Monday:
Advanced Math: study
Grade 6 Math: study
Tuesday:
Advanced Math: Formative Friday (division and terminating/repeating decimals); Reflex Math (green light)
Grade 6 Math: Reflex Math (green light)
Wednesday:
Advanced Math: Formative Friday (division and terminating/repeating decimals); Reflex Math (green light)
Grade 6 Math: Reflex Math (green light)
Thursday:
Advanced Math: Formative Friday (division and terminating/repeating decimals)
Grade 6 Math: N.A.P.

Friday: 

All classes: N.A.P.

Week of September 24th:

*Grade 6 Math has a quiz on Wednesday (GCF/LCM)

Monday:
Advanced Math: Reflex Math (green light)
Grade 6 Math: Reflex Math (green light); quiz on Wednesday (GCF/LCM)
Tuesday:
Advanced Math: Reflex Math (green light)
Grade 6 Math: Reflex Math (green light); quiz tomorrow (GCF/LCM)
Wednesday:

Advanced Math: Operations with decimals formative (quiz) Tuesday
Grade 6 Math: Chapter 1 summative (test) Tuesday
Thursday:
Advanced Math: Operations with decimals formative (quiz) Tuesday
Grade 6 Math: Chapter 1 summative (test) Tuesday
Friday:
Advanced Math: Operations with decimals formative (quiz) Tuesday
Grade 6 Math: Chapter 1 summative (test) Tuesday



Week of September 17th:

*Advanced Math has the Unit 1 Summative (test) on Friday

*All students were instructed on how to use Reflex Math at home. Students were given log in information and shown how to use the program. The goal is for every students to go on at least 3 times a week from home. The program is designed to build student fluency with multiplication and division facts.

Monday:
Advanced Math: Unit 1 Summative (test) on Friday; worksheet
Grade 6 Math: Study vocabulary notes and divisibility rules (in binder)
Tuesday:
Advanced Math: Unit 1 Summative (test) on Friday
Grade 6 Math: Study vocabulary notes and divisibility rules (in binder)
Wednesday:
Advanced Math: Unit 1 Summative (test) on Friday; worksheet corrections for those students who had errors on Monday night's Academic Practice
Grade 6 Math: Study vocabulary notes and divisibility rules (in binder)
Thursday:
Advanced Math: Unit 1 Summative (test) on Friday
Grade 6 Math: worksheet
Friday:
Advanced Math: N.A.P.
Grade 6 Math: GCF/LCM formative (quiz) on Wednesday


Week of September 10th:

*Advanced Math has a quiz on Greatest Common Factor/Least Common Multiple on Thursday

*Grade 6 Math has a quiz on Lesson 1.1 (number lines and comparing fractions/decimals) on Thursday

Monday:
All classes: cover book by Wednesday and quiz Thursday
Tuesday:
Advanced Math: cover book by Wednesday, quiz Thursday, and GCF/LCM worksheet
Grade 6 Math: cover book by Wednesday, quiz Thursday, and number line worksheet
Wednesday:
Advanced Math: study for quiz on Thursday (GCF/LCM)
Grade 6 Math: pages 14-15 (5-19 odds); quiz Thursday (number lines and comparing fractions/decimals)
Thursday:
All classes: N.A.P.
Friday: 
All classes: N.A.P.


Week of September 3rd:

Open House is Thursday, September 6th (parents only)

Monday: NO school
Tuesday: N.A.P. (no academic practice)
Wednesday: Give parents a copy of Open House schedule
Thursday: N.A.P.
Friday: N.A.P.
                                           
Grade 6 School Supplies List
Please have supplies for Tuesday, September 4th  


General Supplies:

 Pencils (enough to last the year)  Pens – blue or black  Two red pens  One set of fine tip markers (not Sharpies)  One set of colored pencils  Highlighters (enough to last the year)  Two ultra-fine black Sharpies  Large eraser  Package of 1 3/8 X 1 7/8 Post It notes  Package of 3 X 3 Post It notes  8 tab dividers  Package of 3 X 5 index cards  One package of reinforced loose leaf note paper      Package of reinforcement stickers for hole-punched papers  Calculator (basic)  2 extra-large stretch book covers  One zippered pencil pouch  One 1 inch binder, any color

Specific Subject Supplies:

Reading and English:  Four one-subject notebooks  Two plastic folders with pockets
Science:  One 1 inch binder (green preferred)  One 3-hole punched plastic folder                                                                                                Social Studies:  One 1 inch binder (blue preferred)  One plastic folder with pockets
Math:  One 1 1/ 2 inch binder (red preferred)  One three-hole punched graphing notebook, or loose leaf GRAPH paper

The school will supply students with an agenda and a lock for their gym locker.

Tolland Middle School Mastery Learning

TMS Grading Scales grades for academic skills will be separated from any behavioral considerations. This is an important step in Mastery grading. The Academic Skills based grade that a student receives has to reflect the student’s learning and/or ability relative to a skill, competency, academic content, standard and/or indicator category. Doing so provides more detailed information about the student’s learning and ability level, and provides a method of mitigating misrepresentation of the student’s actual skill acquisition by excluding considerations that do not relate directly to a student’s level of skill and knowledge in that area.

The numerical grading scale for TMS is as follows:

100 – 90 – Advanced Understanding

89 – 80 – Developed

79 – 70 – Proficient

69 or less - Limited Evidence of Skill/Content Acquisition

NA – No evidence of Skill/Content Acquisition/Not Assessed

Grades in Power School will be represented numerically. No letter grades will be associated with the numerical grade.

SOAR Report

A “SOAR Report” is a student behavioral assessment used for reporting student behavioral performance in each class relative to the school’s core values of Safety, Ownership, Active Learning, and Respect. The purpose of the SOAR report is to evolve beyond the practice of simply reporting behaviors on a “progress” report in which the student is a passive recipient of a rating. Students complete a “self” report to reflect on their behavior with each teacher and class they have. Each teacher will then review the reports for accuracy and make recommendations if necessary. These will be scored in Power School at the close of each marking period for all classes. The results will be reflected in Power School as follows: 4 (exemplary), 3 (proficient), 2 (developing), or a 1 (below standard).

TMS Re-assessment/retake procedure for formative assessments

If the majority of the class performed poorly on a formative assessment (more than 50%) the assessment is not to be considered in any student’s grade. Instead, re-teaching and re-assessment should occur.

Students who perform below a 70 on any formative assessment will be required to participate in a remediation session and be reassessed within a two week period. A remediation session can be a packet, activity, or assignment provided by the teacher, completed by the student prior to the re-assessment. The score recorded in power school will be the highest grade earned, although a student’s original score can be noted in the comments. If a student refuses to take the assessment, a NA (not assessed) will be entered into Power School. If a student performs below a 70 on the re-assessment, that student will have the highest grade earned entered into Power School. Students have one opportunity to re-assess and will be assigned a date to take the re-assessment up to two weeks after the original assessment provided they participate in a remediation session determined by the teacher. If a student is being re-assessed frequently the team teachers will discuss the student’s performance and formulate a plan, EIP, or referral to Tier II or III services as appropriate.

Students who score a 70 or above on a formative assessment have the option of re-assessing. The student will be responsible for seeking out the teacher to request a re-assessment. Once the student has expressed an interest to re-assess and spoken with the teacher, the teacher will discuss with the student what type of remediation needs to occur, when and how that will take place. The teacher will assign a date to take the re-assessment up to two weeks after the original assessment provided they participate in a remediation session determined by the teacher. The score recorded in power school will be the highest grade earned, although a student’s original score can be noted in the comments. Reassessments will occur at the teacher’s discretion, after school or during TMS extended block.

Please see the Evaluation Example Matrix in the Appendix of this document for examples of which assessments are, and are not, subject to re-assessment.

Academic Practice

Academic Practice replaces the term “homework.” Anything that is designed to reinforce, but will not be used to assess progress on academic content or skills, is Academic Practice. In other words, if an assignment provides information or data about how a student is progressing on one of the learning indicators/categories it is considered an assessment and is part of the Academic Grade. If an assignment is designed to reinforce an understanding (drill and practice math problems, task completion, preparation for class,

reading to prep for the next day’s class activity, etc.) and will not be used to assess progress on skills or content, that is considered Academic Practice and a student’s performance in this area would be evaluated through a behavioral report (see the SOAR Report section below). Students who refuse to do their work (Assessment or Academic Practice) perform poorly, or whom complete work in a way that is not conducive to learning will be assigned to one of the following academic supports: TMS Academic Assistance Program, Academic Lab, time after school with teacher, or extended block (X-Block). The teacher will communicate to the parents through email or a phone call to share concerns and steps taken to assist the student in meeting academic expectations.

Student Academic Assistance Opportunities

TMS After School Academy

This program is staffed by teachers or paraprofessionals after school from 2:30-4:10, Monday through Thursday. Teachers may refer a student to the academy for additional support. The teacher will contact a parent to let them know which day their child has been assigned to the academy. Students either take the late bus home, or be picked up at 4:10 PM.

Academic Lab

The lab is staffed by a paraprofessional at various times during the school day. Teachers have the option to utilize this space for students to reassess during the school day if and when it is conducive to student learning.

Extended Block-(XBlock)

XBlock occurs every Wednesday from 1:30-2:30 during the school day with all teachers and students. The block is utilized for re- teaching, re-assessing, and enrichment.

Students who demonstrate a continued need for these services will be considered for Tier II and III supports.