Student Expectations
Virginia Civics and Economics
Course: Virginia Civics and Economics 2018-2019
Instructor: Cristin Pullman
School Email: [email protected]
Twitter: @PullmanODS
Welcome to Virginia Civics and Economics! I am excited to be your teacher! Our class is as much about learning to be an effective student as it is about our government and economy. I bet that you have some questions for me.
How does this classroom work?
Learning about Virginia Civics and Economics is not just about memorizing facts. Instead, you will learn how to properly research, organize your thoughts, independently learn and understand complex concepts, and use what you learned to your advantage. When you get frustrated, remember that you can do this, and I can help you! To that end,
What do you need to bring to class?
We will learn “the facts” through lectures and class discussion some of this may be done at home with a prerecorded PowerPoint. We will then use “the facts” to complete in-class assignments, online quizzes, and performance tasks. Here is what you need:
Capstone
As a Brickell Eighth Grader, you have an opportunity to impact your world by completing a Capstone project. The project will require you to synthesize what you learn in this class and in Earth Science to determine your interest, find others with your interest, design a project proposal, and successful execute your project. Further information on Capstone will be provided to you over the course of the year.
What other issues do I need to know about?
You can do this! I believe in you! Together we can achieve incredible things!
Social Studies Grading Practices
Zeroes
In assessing student learning, all student work is to be carefully considered. Every effort should be made to hold students accountable for completing missed assessments. However, teachers can and should treat this as late work. Students who exhibit a chronic pattern of behavior around missing work need further evaluation and increased levels of support, such as
Teachers will use an “MI” for “Missing,” (which calculates as a zero) until all efforts to hold students accountable have been exhausted. These guidelines also reflect an understanding that teachers must provide summative grades quarterly and are not expected to assign grades for work not completed within a quarter.
Homework
Homework is defined as a task assigned to students intended to be completed outside the classroom, and which is an extension of regular classroom instruction. Homework shall be used as a tool to provide teachers with information on how well students understand the information being taught in relation to curricular objectives. At times, it is appropriate to differentiate homework assignments by content and/or quantity for particular students or groups of students.
Homework should serve one of the following purposes:
When assigning a homework task, teachers shall
Daily homework assignments shall not exceed 10% of a student’s cumulative grade.
Make up Work Policy
When a student is missing work due to an excused absence, teachers shall
In the event the teacher does not have adequate assessment data to provide a nine-week grade that reflects the student’s knowledge of the course learning objectives the teacher may consider assigning a grade of “I for Incomplete due to a lack of required evidence.
Students who receive unexcused absences may make up assignments at the discretion of the teacher, subject to the requirements communicated (provided) by the teacher at the beginning of the year.
It is the student’s responsibility to be aware of established guidelines and to follow those guidelines to make up the assignment.
Late Work Policy
When an assignment is not completed by the date due, teachers shall exercise informed professional judgment to determine consequences and adjust deadlines if appropriate, taking into account the following:
the nature and purpose of a particular assignment
the timeliness of the assignment as it relates to the current instruction
individual circumstances
Teachers shall strive to empower students to exercise developmentally appropriate responsibility through built in processes, such as strategic planning for long-term assignments.
Students who exhibit a chronic pattern of turning work in late need further evaluation and increased levels of support, such as
Extra Credit
Extra credit opportunities will not be available.
Reassessment
Departments, grade levels or schools shall establish and communicate clear processes and expectations for grading and planning for reassessment.
Any student who receives a failing grade on a summative (unit test, end of quarter test, major projects or papers) assessment may be given an opportunity for additional instruction and reassessment provided that the student has
In other instances, teachers shall exercise informed professional judgment to determine when additional opportunities for reassessment are appropriate and/or necessary in order to obtain evidence of student learning as it relates to curricular objectives.
Reassessment is a productive part of the learning process when teachers:
Instructor: Cristin Pullman
School Email: [email protected]
Twitter: @PullmanODS
Welcome to Virginia Civics and Economics! I am excited to be your teacher! Our class is as much about learning to be an effective student as it is about our government and economy. I bet that you have some questions for me.
How does this classroom work?
Learning about Virginia Civics and Economics is not just about memorizing facts. Instead, you will learn how to properly research, organize your thoughts, independently learn and understand complex concepts, and use what you learned to your advantage. When you get frustrated, remember that you can do this, and I can help you! To that end,
- I will teach you how to successfully find knowledge, constructively organize your thoughts, and effectively apply your newfound knowledge in various situations.
- You will use what I teach you, demonstrate learning and achievement throughout the year, and take personal responsibility for your education.
What do you need to bring to class?
We will learn “the facts” through lectures and class discussion some of this may be done at home with a prerecorded PowerPoint. We will then use “the facts” to complete in-class assignments, online quizzes, and performance tasks. Here is what you need:
- You must bring your ChromeBook to class and leave your charger at home. No other device is required except when I specifically request you bring a device if you have one.
- You need one notebook for your notes. All other work will be completed online through Schoology or will be provided for you.
Capstone
As a Brickell Eighth Grader, you have an opportunity to impact your world by completing a Capstone project. The project will require you to synthesize what you learn in this class and in Earth Science to determine your interest, find others with your interest, design a project proposal, and successful execute your project. Further information on Capstone will be provided to you over the course of the year.
What other issues do I need to know about?
- Class decorum
- Only materials needed for this class should be at your desk. All other material must be put away in your locker or hung off your desk or chair.
- Be on time and prepared to learn every day.
- Challenge yourself and take pride in the work your do.
- Check Schoology for regular updates and class announcements.
- Respect yourself and your classmates. Respect means allowing others a chance to express themselves freely. This may include: not interrupting, allowing others to speak, and not laughing at or mocking someone for their idea.
- Leaving class - Except for a medical emergency, no passes are provided during the first or last ten minutes of class. One student at a time may then leave with a signed planner for the bathroom.
- Honor Code – The Brickell Honor Code is enforced to the letter in this class.
You can do this! I believe in you! Together we can achieve incredible things!
Social Studies Grading Practices
Zeroes
In assessing student learning, all student work is to be carefully considered. Every effort should be made to hold students accountable for completing missed assessments. However, teachers can and should treat this as late work. Students who exhibit a chronic pattern of behavior around missing work need further evaluation and increased levels of support, such as
- parental notification
- classroom interventions
- referral for guidance support services
- SRT meeting
Teachers will use an “MI” for “Missing,” (which calculates as a zero) until all efforts to hold students accountable have been exhausted. These guidelines also reflect an understanding that teachers must provide summative grades quarterly and are not expected to assign grades for work not completed within a quarter.
Homework
Homework is defined as a task assigned to students intended to be completed outside the classroom, and which is an extension of regular classroom instruction. Homework shall be used as a tool to provide teachers with information on how well students understand the information being taught in relation to curricular objectives. At times, it is appropriate to differentiate homework assignments by content and/or quantity for particular students or groups of students.
Homework should serve one of the following purposes:
- to practice material presented during classroom instruction
- to prepare for new learning or classroom instruction
- to promote extended and independent learning
When assigning a homework task, teachers shall
- consider students’ readiness for a particular task and purpose
- align the assignment to current curricular objectives
- communicate the purpose of a particular assignment
- consider the purpose of the task when determining whether and how the homework will be graded
Daily homework assignments shall not exceed 10% of a student’s cumulative grade.
Make up Work Policy
When a student is missing work due to an excused absence, teachers shall
- provide all relevant assignments
- consider the length and reason for the absence when determining which assignments will be assessed and when they are due
- accept and assess all assigned make-up work
- provide reasonable and flexible deadlines that take into consideration a student’s individual circumstances
In the event the teacher does not have adequate assessment data to provide a nine-week grade that reflects the student’s knowledge of the course learning objectives the teacher may consider assigning a grade of “I for Incomplete due to a lack of required evidence.
Students who receive unexcused absences may make up assignments at the discretion of the teacher, subject to the requirements communicated (provided) by the teacher at the beginning of the year.
It is the student’s responsibility to be aware of established guidelines and to follow those guidelines to make up the assignment.
Late Work Policy
When an assignment is not completed by the date due, teachers shall exercise informed professional judgment to determine consequences and adjust deadlines if appropriate, taking into account the following:
the nature and purpose of a particular assignment
the timeliness of the assignment as it relates to the current instruction
individual circumstances
Teachers shall strive to empower students to exercise developmentally appropriate responsibility through built in processes, such as strategic planning for long-term assignments.
Students who exhibit a chronic pattern of turning work in late need further evaluation and increased levels of support, such as
- parental notification
- classroom interventions
- referral for guidance support services
- SRT meeting
Extra Credit
Extra credit opportunities will not be available.
Reassessment
Departments, grade levels or schools shall establish and communicate clear processes and expectations for grading and planning for reassessment.
Any student who receives a failing grade on a summative (unit test, end of quarter test, major projects or papers) assessment may be given an opportunity for additional instruction and reassessment provided that the student has
- participated in class
- completed assignments
- demonstrated evidence of best effort on the assessment and the learning leading up to the assessment.
In other instances, teachers shall exercise informed professional judgment to determine when additional opportunities for reassessment are appropriate and/or necessary in order to obtain evidence of student learning as it relates to curricular objectives.
Reassessment is a productive part of the learning process when teachers:
- provide targeted instruction between assessments
- incorporate student reflection of learning into the process
- focus the reassessment on that which the student did not know
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