• III-B-2: Curriculum Support
    Unsatisfactory
     
    Needs Improvement
     
    Proficient
     
    Exemplary
     
    Rarely, if ever, communicates with parents on ways to support children at home or at school. Sends home occasional suggestions on how parents can support children at home or at school. Regularly updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Successfully prompts most families to use one or more of the strategies suggested for supporting learning at school and home and seeks out evidence of their impact. Is able to model this element.
    Coming Soon
    What instructional practices should be observed? What student impacts should be expected?
    For TEACHERS this may look like.
    1. Teacher does not share information about learning standards with families.

    1. Teacher shares some information about learning standards with families.

    1. Teacher shares learning standards in core content areas, using family-friendly language and tools such as the BPS Family Learning Guides or other materials to help families understand the standards.

    1. Teacher shares learning standards using family-friendly language and tools, and has a process for providing families with feedback on student progress on standards.

    1. Teacher does not share information about strategies to support learning at home.

    1. Teacher shares generic strategies and resources for learning at home that are not focused on a specific learning task or standard.

    1. Teacher regularly shares learning-at-home strategies aligned with learning standards, classroom instructional goals and practices, and specific learning tasks differentiated for student needs.

    1. Teacher partners with families to share, develop, and monitor impact of differentiated learning-at-home strategies for students based on individual learning needs.

    As a result, the IMPACT on STUDENTS may be...
    1. Families do not receive information about learning standards.

    1. Families receive some information about learning standards.

    1. Families regularly receive information on learning standards, instructional goals and practices, and specific learning tasks.

    1. Families regularly receive information on learning standards, instructional goals and practices, and specific learning tasks, as well as information about student progress.

    1. Families do not receive information on ways they can support student learning at home or at school.

    1. Families receive generic strategies and resources for supporting student learning and creating an environment conducive to learning at home.

    1. Families receive strategies for supporting children's learning and creating an environment conducive to learning at home that are differentiated to meet children's needs and aligned to learning standards.

    1. Families receive ongoing support from the teacher to implement differentiated, aligned strategies to support learning at school and at home, as well as updates on the impact of their efforts. Families provide input on adjusting strategies to meet children's specific needs.

    Coming Soon
    Coming Soon
    Resource Name Description Resource Type
    Family Guides to Learning Designed to help parents understand what their chidlren should know and ber able to do at each grade level, and provides tips on how to talk about student learning with both their child child's teacher. Available for down load in each grade K1 - 8 in English, Spanish, Portuguese, Somali, Capeverdean, Chinese, Hatian and Vietnamese. High School guides are avaiable at Office of Family and Student Engagement (x57750) by request.  
    Addressing Difference page from book from Beyond the Bake Sale Beyond the Bake Sale is a teacher/leader's guide to building and deeloping practices toward Family Engagement. These pages highlight strategies for dealing with issues realted to difference amoung families, students and educators.  
    Data Sharing and Team Planning A one page 'goal and action sheet' to capture the school and distrcit goals and the actions,schools and parents commit to.  
    A Guide for Engaging ELL Families: Twenty Strategies for School Leaders A comprehensive guide with check list, tools and videos embedding into the document. Sections include connecting with families, communicating important information and parent participation.  
    Goals for my Child Template Spanish Sample template used when partnering with families on a specifc goal and a specific strategy or activity that both teacher and family agree to work for a targeted amount of time.  
    Family SMART Goal Sheet Sample template used when partnering with families on a specifc goal and a specific strategy or activity that both teacher and family agree to work for a targeted amount of time.  
    Phoneme Segmentation Activities Sample activities for Phoneme Segmentation with simple directions that can be shared with families. Provides example of what can be shared with families to do at home with their child.  
    Do you have a resource that you want to recommend for this element? Email us at eval@mybps.org with the subject line "Interactive Rubric Resource Recommendation" in the email