330.689.5288 380 N. River Road Munroe Falls, OH 44262

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Attendance Codes for progress book

This is for all parents preschool through 12th grade to help you understand the attendance codes you will see when you log into parent access in Progress Book.

Code - Description

  • A- Absent
  • U- Unexcused absence (truant)
  • P- Partial absence- 90 minutes during the day (leave and return)
  • E- Early dismissal- less than 90 minutes at the end of the day
  • B- Unexcused tardy (overslept, missed bus, late to home room/first period, etc.)
  • T- Excused tardy (doctor/dentist appointment, etc.)
  • M- Home instruction
  • F- Field trip
  • I- In-school suspension
  • S- Out-of-school suspension
  • H- Half-day absent
  • C- KG/PreS only absent half-day (excused absence)
  • D- KG/Pre S only (unexcused absence)

High School ONLY

  • J- Arrive 8:16-10:30 a.m./leave excused
  • K- Arrive 8:16-10:30 a.m./leave unexcused


Writing rubric

Rubric for Writing Grade 1

Writing is scored on a 4-point scale using the following criteria

FLUENT WRITER = 4

  • Creative approach or interpretation of topic
  • Sense of voice and audience are evident
  • Story/message has clear beginning, middle and end
  • Organization is consistent throughout the writing
  • May include supportive details, descriptive language and interesting vocabulary
  • Sentences are varied in length and pattern
  • Demonstrates control of simple conventions of punctuation, capitalization and spelling patterns

DEVELOPING WRITER = 3

  • Demonstrates sense of purpose (mode)
  • Most ideas focus on topic
  • Has an apparent beginning, middle and end
  • May begin to vary sentence patterns and length
  • Evidence of literary language; may attempt to use describing words
  • May attempt dialogue
  • Generally demonstrates control of simple conventions of punctuation, capitalization and spelling patterns.

EMERGING WRITER = 2

  • Attempts to address the purpose (mode)
  • Awareness of the topic, but may not include loosely related material
  • Message conveys complete thought(s)
  • Sense of story may emerge
  • Sentences are generally short and simple
  • Awareness of conventional spelling patters that may not always be used correctly
  • Temporary/invented spelling is logical
  • Attempts use of capitalization and punctuation

PREWRITER = 1

  • Evidence of message not always present in writing (message may be dictated by student or indicated through drawing)
  • May use single letters, one-word label or phrase or an occasional complete thought
  • Little evidence of sounds/symbol correspondence or relationship between the writings and drawings
  • Uses strings of letters or numbers, or copies word from the classroom surroundings
  • May use high frequency words (the, I, my, is, etc.)
  • May include beginning attempts with invented/temporary spelling

Writing Rubric (Grades 2-4)

Writing is scored on a 4-point scale using the following criteria

4=

  • Focuses on the topic, clearly addresses the purpose (mode), has ample supporting details
  • Has a logical structure that flows naturally with a beginning, middle and end
  • Has a sense of wholeness
  • Has an effective use of language with a variety of words and sentence patterns
  • Shows an awareness of word usage and spelling patterns in commonly used words
  • Exhibits the use of capital letters at the beginning of sentences and for proper nouns
  • Contains correct punctuation
  • (A four-point response may go beyond the requirements of the prompt)

3=

  • Relates to the topic and generally addresses the purpose (mode)
  • Contains adequate supporting details
  • Has a logical order with an apparent beginning, middle and end, although some lapses may occur
  • Has generally adequate word choices and sentences which are mostly complete
  • Shows an awareness of word usage and spelling patterns in commonly used words
  • May have occasional word usage, spelling, and punctuation errors that do not interfere with the message
  • Has correct capitalization at the beginning of sentences and for proper nouns.

2=

  • Attempts to address the purpose (mode)
  • Demonstrates an awareness of the topic, but may include extraneous or loosely related material
  • Includes some supporting details
  • Shows an attempt at organizing the paper around a beginning, middle and end
  • Uses limited vocabulary and has word usage and spelling errors that interfere with the message
  • Shows knowledge of capitalization at the beginning of sentences and for proper nouns
  • Shows knowledge of the conventions of punctuation

1=

  • May or may not attempt to address the purpose (mode)
  • Offers few details and is only slightly related to the topic
  • Exhibits little or no evidence of an organizational structure; the beginning, middle or end of the response may be poorly defined or nonexistent
  • Uses limited or inappropriate vocabulary that obscures meaning
  • Has gross errors in sentence structure, word usage and spelling that impede communication
  • Has frequent and blatant errors in capitalization at the beginning of sentences and for proper nouns
  • Has frequent and blatant errors in basic punctuation

NS=

An N/S (not scorable) is assigned if there is no response or if the response is unreadable, illegible, off task or written in a language other than English.


tips for conferences

Talking with your child’s teacher

Parent-Teacher Conferences are held in October. Here are some tips to make your visit as positive and productive as possible:

  • Before you meet with your child’s teacher, spend time determining what you would like to know as a result of the meeting. Some questions you may want to ask include:
    • How well does my child get along with others?
    • What are my child’s strongest skills and abilities?
    • What are my child’s weak areas, and how can I help?
    • Have you noticed sudden changes in the way my child acts?
  • It’s a good idea to ask the most important questions first, just in case time runs out before you have a chance to discuss them all.
  • Talk to your child before the meeting. Is there anything he or she would like you to discuss with the teacher?
  • Try to be on time for your meeting and take notes. If you need clarification, ask for it.
  • While infrequent, some meetings between parent and teacher may come about because of a problem the child is having, because you’re concerned about a rumor you’ve heard or because of something your child has told you about school.
  • Put off making up your mind until you’ve had a chance to talk to the teacher.
  • Keep the focus of the meeting on resolving problems and mapping out a plan that can help your child. Remember both you and the teacher want the best learning experience possible for your child. Together, you can provide it.