Bellingham Public Schools

Curriculum Department

June 2004

Eighth Grade Learning Targets

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LEARNING TARGETS

What are "learning targets?"

The State of Washington has established standards that identify a basic level of proficiency in skills, knowledge and understandings essential to student success and well-being. These standards are called the State of Washington Essential Academic Learning Requirements. The EALRs identify learning targets in reading, writing, math, social studies, science, health and fitness, communication, and the arts for all students in the State of Washington. The Bellingham School District is in the process of aligning their curriculum content areas with the EALRs and supports all children in their continuous progress toward these standards of achievement.

Curriculum

Bellingham School District's curriculum frameworks identify and organize concepts, essential understandings, processes, skills and critical content that students need to know and be able to do at each grade level. Critical content is outlined in the state's curriculum frameworks as well as in the Bellingham School District's curriculum guides. These guides outline grade level expectations in each academic content area. Middle school programs include instruction in reading, writing, science, mathematics, social studies, health and physical education. Schools also offer a broad range of elective or exploratory options that may vary from school to school.

LEARNING TARGETS FOR READING

The following information identifies the learning targets in reading for students who are in eighth grade in the Bellingham School District.

By the end of Eighth Grade

Eighth Grade Reading Expectations

Uses Skills and Strategies

word recognition and meaning

• recognizes root words in order to decode and construct meaning
• integrates appropriate reading strategies to adapt reading to different types of text
• readily uses a variety of strategies to comprehend words and ideas in texts
• uses rereading to extend initial meaning
• questions text to clarify understanding and analyze new information

vocabulary

• increases and incorporates vocabulary in technical, content and literary reading, using it appropriately in speech and writing
• examines and increases vocabularies relevant to different contexts, cultures, and communities

fluency

• reads fluently, adjusting intonation and pace to fit purpose and material

fiction elements

• analyzes text, both narrative and informational, to make judgments about the author's purpose
• analyzes literary devices and makes comparisons between texts
• analyzes symbolic content and its effectiveness on the meaning gained
• evaluates the interdependence and interaction of story elements

non fiction elements

• uses complex organizational features of printed text
• uses books and text features flexibly and interdependently to investigate a topic or to justify an opinion
• uses appropriate reading strategies for interpreting technical and non-technical documents
• analyzes the validity of electronic information

Understands What Is Read

ideas and details

• differentiates between less important ideas and key ideas that are central to text's meaning
• synthesizes predictions and inferences about various texts
• demonstrates comprehension of varied texts especially technical materials, complex narratives, and exposition

expanding comprehensions

• summarizes the main idea and supporting facts and details with evidence from reading
• monitors literal and interpretive comprehension of literary, informational, and task oriented texts such as plays, newspaper articles, and instructions through written response
• analyzes connections between prior knowledge and text to construct meaning about characters, events, and text information
• analyzes and synthesizes information relating to plot, character, main ideas and details to draw inferences or conclusions
• synthesizes ideas and/or information from more than one text form, type, or style to make generalizations or draw conclusions about a topic or issue
• synthesizes information when reading from a variety of sources
• evaluates issues from reading and relates these to own experiences and to current or past local, national, and international issues to form judgment or reach conclusions
• thinks critically, analyzes and synthesizes information from visual and electronic materials

critical thinking

• includes connections about the relevance of what is read to possible future experiences in oral and written responses
• develops responses that demonstrate understanding of issues and underlying theme as well as consideration of the way readers from other cultures may respond

Selects and Reads Texts for a Variety of Purposes

learn new information

• perseveres until sufficient information is located to complete a task, form an opinion, or satisfy an interest

perform a task

• understands information and instructions necessary to perform a specific task
• locates, analyzes and interprets a full range of texts to investigate a question, topic or issue
• uses a process to locate, sort, and reference information for a specific topic or purpose

literary experience

• seeks information from a variety of texts in order to enhance the process of thinking and self-development
• recognizes and pursues favorite authors and genres

career applications

• takes initiative for seeking material from community resources
• researches and reads to explore occupational/career areas of interest

Takes Responsibility for Reading Skills

assess strengths and needs

• self assesses reading skills, sets goals for improvement, and monitors progress

seek and offer feedback

• evaluates feedback from others when discussing or writing responses to text

develop interests

• reads beyond established interest for ideas and information
• independently pursue a variety of authors
• shares knowledge gained through multiple sources
• organizes daily schedule to include time for exploring and enjoying reading
• uses book reviews to evaluate books and authors

LEARNING TARGETS FOR WRITING

The following information identifies the learning targets in writing for students who are in eighth grade in the Bellingham School District.

By the end of Eighth Grade .

Eighth Grade Writing Expectations

Understands and Uses Steps of Writing Process - Uses technology at all stages of the writing process as needed.

prewrite/plan

• demonstrates independence as a writer by controlling the steps of the writing process as dictated by time and purpose
• maintains a log or journal to collect and explore ideas, record observations, dialogue, and/or description for later use as a basis for literary writing
• uses prewriting stage to determine purpose, analyze audience, research background information, formulate theme, create characters, and/or organize text

draft

• drafts text, demonstrating awareness of focus, sequence, and pacing by carefully selecting details, determining the extent of elaboration, and constructing transitions that maintain fluency and emphasize organizational structure
• elaborates and organizes prewriting activities to create a rough draft
• adjusts draft to consider audience and purpose

revise

• drafts and revises material for presentation by others, using appropriate format (e.g., television scripts, monologues, scenes, plays, radio productions)
• restructures or rewrites part or all of the text, carefully selecting language to convey precise meaning or to create an intended mood or atmosphere
• revises to add variety, emphasis, coherence, and clarity
• seeks and provides peer input to improve draft

proofreading

• edits with a critical eye, evaluating strengths and weaknesses, often using a self-initiated checklist or scoring guide; defends choices to deviate from established criteria

publish

• presents final copy in a variety of ways, often using technology

Writes Clearly and Effectively Using Traits of Quality Writing

concept and design

• includes flashbacks and foreshadowing effectively
• crafts a plot dependent upon the actions of believable characters which includes a central conflict that is introduced, developed (rising action), brought to a crisis or turning point, and then concluded
• integrates the elements of character, setting, and plot to create a convincing world
• uses a range of techniques to link episodes, to develop theme, or to provide emphasis, e.g., a recurring motif, parallel structures, imagery, symbolism
• selects and manipulates point of view, defining what a narrator can know and tell about to heighten suspense, delineates theme, and develops irony

style

• uses sound devices (e.g., onomatopoeia, assonance, consonance), varied rhymes (e.g., feminine rhymes, eye rhymes), and rhythms to support and enrich the meaning of a poem
• displays interest in content, using language and voice to convey humor or tension
• maintains appropriate and consistent voice in historical, realistic, imaginative and humorous fiction
• includes rhetorical questions for greater impact, especially in introductions or conclusions
• uses precise and specialized language in content writing
• checks nuances of meaning or searches for alternatives to words usually chosen
• uses complex sentences competently in a range of contexts

conventions

• employs correct usage, spelling, punctuation, capitalization, and paragraphing consistently, though knows when to deviate to gain maximum effect
• uses poetic conventions and techniques, such as line breaks, stanzas, capitalization, punctuation, pattern, repetition, and figurative language purposefully to shape a poem

Writes in a Variety of Forms for Different Audiences and Purposes

different audience

• identifies, analyzes, and writes for a chosen audience
• seeks wider audience to present work for sharing, for review, critique, or publishing

different purposes

• selects relevant information for a specific purpose from a range of material and paraphrases, expands, or summarizes it according to purpose
• pursues personal writing interest independently
• writes for a variety of purposes: entertain, retell, classify, describe, explain, argue or persuade
• uses writing as a tool for exploring and sharing thought
• presents reasoned cases supporting and/or refuting points of view on current personal, local, national, and international issues
• demonstrates consistency in focus and constructs a logical argument in a number of genres and forms

variety of forms

• uses a variety of forms: recount, procedure, narrative, expository (report and explanation), persuasive
• responds to questions and texts from a considered personal stance supported by experiences or examples
• writes about the same topic, theme, or issue in more than one form or purpose (e.g., speeches, interviews)
• collaborates with peers on long-term projects (e.g., class newspaper)
• writes material appropriate in form and content for visual and dramatic presentations using effective organizational structures; constructing sequenced paragraphs using effective transitions
• includes more than one form within main form to develop characters and setting, introduce conflict, heighten suspense, and/or maintain interest of audience

career applications

• uses technical and career documents to gather information
• explores careers in which writing plays a central role and is aware of the kinds of documents
• shows increased understanding of the function and nature of more formal or job-specific forms of writing

Analyzes and Evaluates Effectiveness of Written Work

assess strengths and needs

• evaluates own work and that of others for the craft of writing as well as the content
• evaluates own work and that of others, independently and in groups, according to detailed scoring guide often developed collaboratively
• develops scoring guide for purpose, form, content, organization, style, and conventions
• uses appropriate terminology to describe and justify language and techniques used
• discusses how and why decisions about content, organization, audience, purpose, form, and style were made at each stage of the writing process
• maintains a portfolio of own literary work

seeks and offers feedback

• accepts criticism as a means for improving writing
• critiques and discusses style and content of own writing and that of others
• accepts criticism as a means of improving writing; defends own vision with rationale

LEARNING TARGETS FOR MATH

The following information identifies the learning targets for both content and process strands in math for students who are in eighth grade in the Bellingham School District.

By the end of Eighth Grade .

Eighth Grade Math Expectations

Content Strands:

Number Sense

number and numeration

• compare and order symbolically or on a number line whole, rational, and decimal numbers, and integers
• use pictures and symbols to demonstrate properties of the rational number system
• find the least common multiple and greatest common divisor/factor for a pair of positive integers
• apply associative, commutative, identity, inverse, and distributive properties to simplify and complete rational number operations
• translate between simple fraction, mixed number, and improper fraction formats in representing and interpreting rational numbers
• use factors, multiples, and prime factorization to simplify and solve rational number computations, e.g., writes 28/48 in reduced form
• create and solve whole number proportions

computation

• effectively and efficiently perform the operations for whole, rational, decimal, and integer computations
• use exponential notation to represent and calculate whole number powers of numbers
• apply mental arithmetic to compute simple percentages such as 10%, 25%, 33.5%, 50%, 75%

estimation

• give estimates for values involving unit multiples using mental mathematics, e.g., if 5 bottles costs $10, then 7 bottles cost $14
• select and choose the type of number needed for a given situation, judging whether exact answer or estimate is needed for a given situation
• determine and justify the reasonableness of answers by estimating results prior to actual computation with non-negative rational numbers

Measurement

attributes and dimensions

• measure sides of triangles indirectly using the Pythagorean theorem
• know the number of degrees in a circle, triangle, and quadrilateral
• apply formulas for perimeter and area for triangles, standard quadrilaterals, and circles and surface area and volume for prisms, cylinders, cones, and spheres
• use scales and ratios involving known measures to estimate or calculate measures of objects for which no direct information is given, e.g., how much does a large can of juice cost if the small can costs 25¢, when both cans are shown

approximation and precision

• describe and justify methods used to obtain reasonable approximations when given no exact measurements

systems and tools

• select appropriate units for the measurement of common situations involving length, area, volume, weight, capacity, and mass
• measure angles to the nearest degree with a protractor and estimate angle measurements to the nearest 10°
• illustrate conversion between metric measures using powers of ten and movement of the decimal point, e.g., 42.31 cm = 0.4231 m

Geometric Sense

properties and relationships

• construct and describe symmetric, congruent, and similar geometric figures using appropriate tools and computer software
• visualize (verbally and through sketches) the planar cross section of a geometric solid in a given direction
• employ similarity and the Pythagorean theorem to find indirect measures
• represent relationships between corresponding parts of similar triangles and use proportions to find unknown measures in such triangles
• describe and classify 3-D figures using their defining attributes: faces, edges, angles, vertices, angle measures, and measures of faces
• model and sketch 2-D versions of 3-D figures and 3-D figures from 2-D views

locations and transformation

• use a coordinate system to graph linear expressions and represent properties of lines (parallelism/perpendicularity)
• describe and construct simple transformations for complex figures using combinations of translations, reflections, and rotations

Probability and Statistics

probability

• determine situations involving probabilities known as certain and impossible
• evaluate the probability of a simple event using lists of outcomes

statistics

• represent the central tendencies and spread of data using a variety of graphs, including box-and-whisker plots
• describe changes in a graph from one reporting point to the adjacent reporting point, e.g., describe the growth in population in one decade versus the next decade
• collect random samples and describe the population it depicts
• recognize the type of data involved in a situation, count or measure, and choose the appropriate type of graph to represent it, e.g., describe a data set that requires a bar graph rather than line graph
• calculate and apply the mean, median, mode, and range for a set of data, e.g., find the average height and range of heights for a sample of students in a class

prediction and inference

• analyze information to predict outcomes of experiments or simulations
• make decisions based on inferences from analysis of experimental results and statistical data

Algebraic Sense

patterns

• describe and extend number patterns based on constant additions of the same term

representations

• translate between equivalent forms of expressions and equations using basic properties of equality and operation
• translate representations easily between numerical, graphical, symbolic, and verbal forms in problem-solving situations
• write an equation representing a specified relationship between quantities, e.g., what number when multiplied by 4, then increased by 2, is 38

operations

• set up and solve one- and two-step linear equations representing real-life situations (with integral coefficients), e.g., 5x + 2 = 37
• find the value associated with a variable in a formula given values for the other variables in the formula
• graph inequalities (including absolute value) on the number line, e.g., shade all points on the line where | x| + 2 < 7

Process Strands:

Problem Solving

investigate situations

• develop, use, and apply (orally and in writing) strategies for solving multi-step problems, e.g., determines the costs for a three-year loan of $500 at 6% and a three-year loan of $500 at 7.5%
• locate or identify the data or information needed to construct a solution to a problem
• adjust the nature of questions being asked in problem solving situations relative to preliminary results observed
• recognize the need to modify or abandon an unproductive approach

formulate questions and define the problem

• design and conduct open-ended experiments, e.g., create and conduct a probability experiment
• define problem in new situation

construct solutions

• determine the steps (orally and in writing) that the student used in solving a particular problem

Reasoning

analyze information

• validate thinking and mathematical ideas using patterns, relationships, and counter examples

predict results

• develop a convincing argument for a conjecture based on evidence or examples

draw conclusions and verify results

• form a conjecture based on data or a pattern and use examples to check the reasonableness of a conjecture
• relate the meaning of a solution to the conditions of the original problem
• create a counterexample to a given invalid statement or justification for a true statement

Communication

gather information

• gather information from sources related to a problem at hand, such as a formula representing the situation, locating the appropriate values to substitute into the formula, etc.

organize and interpret information

• organize and represent the data or information related to a given problem in an appropriate fashion for study/use in determining patterns or a potential solution strategy for the problem, e.g., make a graph of data related to an event in social studies

represent and share information

• communicate orally or in writing the meaning of the pattern or data resulting from a given problem, e.g., describe the trend present in a series of data related to an investigation in the social studies

Connections

within mathematics

• relate the characteristics of mathematical concepts or algorithms to one another, such as factors to multiples or parallelograms to rhombi
• determine if two mathematical representations are equivalent
• connect conceptual and procedural understandings among different mathematical content areas

to other disciplines

• use mathematical modeling in other disciplines, e.g., identifies trends in population data
• identify mathematical patterns and relationships in other disciplines
• describe examples of contributions to the development of mathematics

to real-life situations

• illustrate how mathematics can be used in at least one career area
• recognize the extensive use of mathematics outside the classroom

Teaching resources for math include:

• Connected Mathematics, Prentice Hall 2004
• College Preparatory Mathematics (CPM), Algebra Connections
• College Preparatory Mathematics (CPM), Algebra 1, for accelerated eighth grade classes

LEARNING TARGETS FOR SOCIAL STUDIES

The following information identifies the learning targets in social studies for students who are in eighth grade in the Bellingham School District.

The eighth grade social studies program focuses on the theme of "Foundations of United States Government, Rights and Responsibilities." Students will study the basic geography and history of the United States from its formation to reconstruction. Students will understand the principles behind the development of our government and their personal rights and responsibilities as active citizens in our society. The guiding questions for social studies in eighth grade are:

Geography

• How do cultural backgrounds and physical environments influence individual perspectives of America?
• How have cultural background and physical environment influenced America's development?

Civics

• What types of governments have existed and what has been their impact on the lives of people?
• What led to the founding of the United States as a democratic republic?
• What are the principles and values reflected in the foundational documents?
• How are people affected by the structure and function of the three branches of government?
• What are a person's rights and responsibilities as a U.S. citizen?
• How does the U.S. government conduct relations with other nations and international organizations?

History

• How did historical turning points and conflict shape the birth and development of the United States?
• How did the United States expand and what was the impact of this expansion?
• What caused the Civil War and what were the results of this conflict?
• How did industrialization, immigration, and urbanization affect the United States to 1900?

Economics

• How did the American economic system evolve?
• What were the interrelationships among political systems, culture, environment and economy?

Eighth grade teaching resources for social studies include:

History of Us, Oxford University Press 1999

• Book 3 - From Colonies to Country (1710-1791)
• Book 4 - The New Nation (1789-1850)
• Book 5 - Liberty For All? (1800-1860)
• Book 6 - War, Terrible War (1860-1865)
• Book 7 - Reconstruction and Reform (1865-1870)
• Book 8 - An Age of Extremes (1870-1917)
• Book 11 - Sourcebook and Index (teacher resource)

• Economics Today and Tomorrow, Glencoe/McGraw-Hill 1995 (teacher resource)
• Nystrom Desk Atlas, 1999
• World Wall Map

LEARNING TARGETS FOR SCIENCE

The following information identifies the learning targets in science for students who are in eighth grade in the Bellingham School District.

By the end of Eighth Grade .

Eighth Grade Science Expectations

PHYSICAL SCIENCE - Systems (Content)

PROPERTIES

Properties of Substances

• Identify, categorize, and describe substances using physical and/or chemical properties, including boiling point, density, freezing point, mass, acidity (pH), and solubility.
• Use chemical properties, including pH to describe substances.
• Describe why substances with the same volume may have different densities.
• Explain why substances with the same mass may have different densities.
• Identify the volumetric properties of a solid, liquid and gas.
• Demonstrate ability to determine density of both regular and irregular objects.
• Use the properties of an unknown substance to identify the substance.
• Distinguish between the measure of mass and the measure of weight.

Energy Sources and Kinds

• Explain how energy transfer occurs in chemical reactions.
• Explain that matter has energy because the particles of a substance are in continual motion.

STRUCTURE

Systems Approach

• Describe a system by tracing the flow of matter and energy through the system.
• Explain the parts and components of a system and how the parts interconnect and influence each other.
• Identify the inputs, outputs and transfers of a system.

Energy Transfer and Transformation

• Identify and describe the motion of the particles of a substance as heat increases.

Structure of Matter

• Identify and describe what happens as atoms form compounds.
• Discriminate between the characteristics of a compound, a mixture, and a solution when given a situation involving mixtures, compounds and solutions.
• Describe the relative amounts of atoms or molecules in a mixture.

CHANGES

Physical/Chemical Changes

• Identify and describe the differences in the motion of the particles of a substance when given a substance in different states of matter.
• Describe that the motion of the particles change with different states of matter but the number of particles remain constant.
• Explain that matter is neither created nor destroyed when substances undergo physical and/or chemical changes.
• Distinguish between physical changes and chemical changes, in terms of atoms and molecules, when given substances are undergoing changes.
• Identify and describe how chemical changes produce matter with different properties and characteristics form the original.
• Describe how some chemical changes can decompose materials (e.g. burning, rusting, acid/base reactions).
• Observe and explain that matter is conserved during chemical and physical changes.
• Describe physical and chemical changes in terms of atoms and molecules.

LIFE SCIENCE - Systems (Content)

PROPERTIES

Characteristics of Living Matter

• Categorize plants and/or animals into groups according to how they accomplish life processes such as food production or consumption and reproduction.
• Categorize plants and/or animals into groups by similarities and differences in physical characteristics, functional characteristics and internal and external characteristics.
• Create and interpret descriptions, charts and graphics of the physical characteristics or internal structures of plants and animals.
• Explain whether animals or plants have a biological relationship based on given characteristics.
• Differentiate between sexual and asexual reproduction in living organisms.

STRUCTURE

Systems Approach

• Describe a system by tracing the flow of matter and energy through the system.
• Explain the parts and components of a system and how the parts interconnect and influence each other.
• Identify the inputs, outputs and transfers of a system.

Structure and Organization of Living Systems

• Describe and identify how plant and animal cells are similar and different in structure and function.
• Identify and explain basic cell functions (extracting energy from food, using energy, and getting rid of waste).
• Describe how cells are arranged into body structures and how these structures work together and depend on each other to sustain life.
• Show the relationship between the 4 levels of organization in multi-cellular organisms: cell, tissue, organ, and organ system.
• Diagram parts of plants (flower, leaf, stem, stamen, pistil, ova).
• Describe and draw living organisms.

Molecular Basis of Heredity

• Identify and describe how physical traits of living things can be affected by genetic information and by interactions with the environment (e.g., nutrition, disease, sanitation).
• Identify and describe the role of sperm and egg in reproduction.
• Identify and describe how genes, obtained from parents, are combined in their offspring.
• Explain the relationship between genes and physical characteristics.
• Identify and describe the relationship of genes and chromosomes.
• Describe and draw offspring and parent.
• Describe the role of reproduction in the survival and maintenance of a species.

Human Biology

• Describe the structure and function of the organ systems.
• Identify and describe the components and steps necessary for human body processes (e.g. digestion, reproduction, respiration, elimination of waste, circulation) to function properly.
• Discriminate between diseases caused by microorganisms and those caused by a breakdown of an organ or body system.

CHANGES

Life Processes and the Flow of Matter and Energy

• Describe, draw, chart to show change in an organism over time.
• Describe the processes of photosynthesis and cellular respiration in terms of solar energy, carbon dioxide, water, oxygen, and sugar.
• Describe how organisms acquire materials needed for photosynthesis and cellular respiration.
• Describe how systems interact to distribute materials and eliminate wastes produced by metabolic processes.
• Explain how both plants and animals use cellular respiration.
• Identify and describe how energy is transformed into food for the growth of an organism.
• Identify and describe the role of cell division in plant and animal growth and health.

Teaching resources for science include:

• STC Properties of Matter
• STC Organisms-From Macro to Micro
• STC Human Body Systems

STC = Science and Technology Concepts for Middle School

LEARNING TARGETS FOR HEALTH & FITNESS/PHYSICAL EDUCATION

The following information identifies the learning targets in health and fitness for students who are in eighth grade in the Bellingham School District.

By the end of Eighth Grade .

Health and Fitness/Physical Education Expectations

Students will:

• analyze and practice movements needed to improve skills in various activities
• practice safety procedures, demonstrate sportsmanship, and adhere to activity rules
• identify, develop and practice additional strategies and skills to improve personal fitness
• predict the effects of nutrition on body functions, performance and disease prevention
• select and perform rhythmic activities as a vehicle for self-expression
• identify and describe structure and function of body systems and explain how they are related to wellness
• identify the physical, emotional, social, and economic benefits of postponing sexual activity (abstinence)
• evaluate sources of health information for accuracy, reliability and quality
• identify and describe behaviors that reduce the risk of acquiring STD and blood borne illness
• recognize potentially harmful situations and plan for risk-avoidance behaviors that support personal wellness
• develop advanced skills to help self and others in emergency, risky or abusive situations
• engage in actions that are designed to improve the impact of our immediate environment on our health
• describe how the behaviors of family and peers affect communication, decisions, and the choices we make
• demonstrate strategies for solving interpersonal conflicts without harming self or others
• demonstrate refusal, negotiation, and collaboration skills to avoid potentially harmful situations
• develop a plan for responsible decision-making in stressful and emotional situations
• describe how self-image, family and peers positively or negatively influence health practices
• analyze the relationships between occupational health and safety, personal interests and lifelong goals for work and leisure
• begin to develop a long-range plan for personal health and fitness
• identify resources and systems that support personal health plan goals
• develop a system for recording progress toward attainment of personal health plan goals

Eighth grade teaching resources for health and fitness include:

• Teen Health Course 3, Glencoe McGraw-Hill 1999
• KNOW HIV/STD Prevention Curriculum
• Second Step, A Violence Prevention Curriculum from Committee for Children

Please note: Washington State law (RCW28A.230.070) requires public schools in the state of Washington to teach about the "life threatening dangers" of human immunodeficiency virus (HIV) and acquired immunodeficiency syndrome (AIDS) grade 5 and beyond. The Bellingham School District provides a Parent Information Night regarding the HIV/AIDS curriculum in the fall of each school year. Parents wishing to exempt their student from this lesson must review the material and make the request in writing not to have their student participate in the classroom presentation. Parents may review the middle school material at their school or the Curriculum Office.

EIGHTH GRADE ASSESSMENTS

The Bellingham School District requires teachers to assess students using a variety of tools to inform instruction and evaluate programs. These tools provide the teacher with specific information about student skills and progress toward standards.

• Ongoing Classroom-based Assessments

• Fluency Test - The Fluency Test is used as a predictor in reading comprehension. It measures rate and accuracy in oral reading. Testing is done in the fall, winter and spring.

• Assess2Learn - Assess2Learn is an online, standards-based classroom assessment. Tests for reading, math, and writing are used fall, winter, and spring.

• Qualitative Reading Inventory (QRI)

The QRI is an individualized test used to identify a student's strengths and weaknesses in reading. Testing is done as soon as a student is identified below standard on the DRP.

• Degrees of Reading Power (DRP)

The DRP measures a student's ability to comprehend surface meaning of non-fiction text at an instructional level. Testing is done in the fall and spring.

The DRP is administered to all grade 3-8 students except those reading at or below DRA level of 24 (2 nd grade level). The expected levels of performance for grades 6-8 are shown below.

• Washington Assessment of Student Learning (WASL)

The WASL is a state mandated standards-based assessment in reading, math, and science given to eighth grade students in the spring.

STUDENT SUCCESS IS OUR GOAL

As parents and guardians, we encourage you to be actively involved in your child's learning. The staff at your child's school can answer questions concerning their progress and give you suggestions about how you can support their education at home. The school district and parents need to work as partners to ensure that every child finds success.