QUESTIONS AND ANSWERS – FIFTH GRADE TEACHERS

OCTOBER 4, 2002

QUESTIONS	ANSWERS
1. Will there be a 5^th grade WASL Science pilot this year?	Yes, all schools will have the opportunity to participate in the 5^th grade pilot. Participation will enable teachers to see items used to assess the science EALRs.
2. Are 5^th grade teachers required to have specific interventions for student sthat did not meet standards on the WASL?	The Progress & Promotion Policy, 2421/2421P, makes clear that students in Grade 4 who do not meet the WASL standard in 2003 and/or do not meet the standards defined in that policy during Grade 5 will be retained at Grade 5. The Policy also makes clear that low performing students need to be identified and provided with interventions. Thus, students in Grade 5 who don’t meet the standard should have interventions created so that we can demonstrate that we provided access to educational activities. The goals and interventions should be entered on the report card comment section.
3. What do we leave out to go in depth?	One approach is to use the unit planning template shared at the grade level meeting. Start with identifying the “Big Ideas” or understandings that students should know. Then, describe the performance and list the skills and knowledge that students need to know in order to do the performance. Now, a teacher can begin to think what content and skills might enhance the development of the big idea. Next, think about an “essential question” that will create a sense of wondering. For example, take the idea that “You need to ask questions as you read in order to make meaning”. Teachers can model asking questions as they read in social studies, science, health, music, math etc. The trick is to look for connections and ways to integrate the subject matter where it makes sense. If each subject matter is taught as a separate entity, you will not have time. Remember that students learn when facts and concepts are connected to a framework and taught with authentic application.
4. How are the atlases allocated to buildings? What was the decision about the number of atlases to be sent to 4^th and 5^th grade teachers at each building?	Atlases were purchased at the ratio of one teacher edition and 30 student copies for every fourth and fifth grade classroom.
5. How are field trip monies allocated to buildings? How do we go to the track meet? Who pays for the water treatment field trip?	Originally the district had a budget for field trips that could be accessed by buildings. In 1996 a decision was made to distribute the money directly to the buildings so that they could make their own decisions regarding field trips. There aren’t any other resources that are allocated for field trips at the district level. Maritime Heritage are paid for by the district and not taken out of building funds.
6. How can we make the 5^th/6^th grade Service Learning Project meaningful?	This is a great questions and my need to be discussed at future meetings.
7. Are we passing on portfolios to 6^th grade teachers? Do they use them?	Page 15 of the Report Card Manual covers portfolios. We are not clear on if they have been passed on to 6^th grade and will need to investigate this question further.
8. Is Second Step necessary to be taught or can it be supplemental and integrated into class activities?	Second Step is a required curriculum that does support some of the concepts in health and social studies. If a teacher sees a way to integrate the material, that is fine as long as all of the major concepts are covered.