Read About It: AYP- Adequate Yearly Progress

The definition of AYP must also include graduation rates for high schools and an additional indicator for middle and elementary schools. The AYP also will be ... JumptoNavigation EnteryouremailforFREENewsletter! Bysigningup,youagreetoourprivacypolicy. Search Search NewsletterSignUp WHAT'SNEW TheLittleThings:10SmallHabitsThatMakeaBigDiff... MultiplicationisMuchMorethanRepeatedAddition TheDosandDon'tsofDifferentiation Home>> AIssues>> Readit>> ReadAboutIt:AYP-AdequateYearlyProgress Searchform Search AdequateYearlyProgress Adequateyearlyprogress,orAYP,isakeyprovisionofthefederalNoChildLeftBehindAct.AYPreferstothegrowthneededintheproportionofstudentswhoachievestatestandardsofacademicproficiency.Astate'sdefinitionofAYPprimarilyisbasedonthestate'sacademicassessments.ThedefinitionofAYPmustalsoincludegraduationratesforhighschoolsandanadditionalindicatorformiddleandelementaryschools.TheAYPalsowillbebasedonseparatereading-languageartsandmathachievementobjectives. ThenewdefinitionofAYPisdiagnosticinnatureandintendedtohighlightwhereschoolsneedimprovementandshouldfocustheirresources. StatesmaycalculateAYPforaschoolusinguptothreeconsecutiveyearsofdata,butifastatechoosestoaveragedataovertwoorthreeyears,itmuststilldeterminewhetheraschoolordistrictmadeAYPeachyear.ForaschooltomakeAYP,eachsubgroupandtheschooloverallmustmakeAYP,andtheschoolmusttestatleast95percentofstudents,including95percentofeachsubgroup.Schoolsmustreportallresultsbysubgroup,butifthenumberofstudentsinagroupwon'tproducestatisticallyreliableresults,thestateneednotidentifytheschoolasnotmakingAYPbasedonthesubgroupresults. SchoolsthatreceivefederalTitleIfundstoimprovelearningamongdisadvantagedchildrenandfailtomakeAYPfortwoyearsinarowareconsideredinneedofimprovementandfacearangeofconsequences. ADDITIONALRESOURCESFROMEDUCATIONWORLD:   NoEducatorLeftBehind:WhoseStandards? NoEducatorLeftBehind:Improvement OTHERRESOURCES: U.S.DepartmentofEducationAdequateYearlyProgress InformationfromtheU.S.DepartmentofEducationonissuesrelatingtoadequateyearlyprogress,includingcalculatingparticipationratesandstrategiesformakingAYP. ECS:NoChildLeftBehindAdequateYearlyProgress TheEducationCommissionoftheStatesoffersthisdatabaseonadequateyearlyprogress. GeorgiaDepartmentofEducation:AdequateYearlyProgressTheBasics. AdescriptionofadequateyearlyprogressandhowGeorgiaisaddressingtherequirement. ArticlebyEllenR.Delisio EducationWorld® Copyright©2005EducationWorld               EWLessonPlans Morethan1,000FREELessonsReading,Writing,Math,Science,History&Every-DayEdits! EWProfessionalDevelopment OnlinePDCourseswithdozensoftopicstochoosefromforyourCEUcreditsandbuildingnewskills! EWWorksheets 1000'sofFreeReady-to-PrintStudentWorksheets,Templates,Certificates&Every-DayEdits! Chatter Tweetsby@education_world Trending 125ReportCardComments It'sreportcardtimeandyoufacetheprospectofwritingconstructive,insightful,andoriginalcommentsonacoupledozenreportcardsormore. Hereare125positivereportcardcommentsforyoutouseandadapt! StrugglingStudents? CheckoutourNeedsImprovementReportCardComments forevenmorecomments! You'vereachedtheendofanothergradingperiod,andwhatcouldbemoredauntingthanthetaskofcomposinginsightful,original,anduniquecommentsabouteverychildinyourclass?Thefollowingpositivestatementswillhelpyoutailoryourcommentstospecificchildrenandhighlighttheirstrengths. Youcanalsouseourstatementstoindicateaneedforimprovement.Turnthewordsaroundabit,andyouwilltransformeachintoagoalforachildtoworktoward.SamcooperatesconsistentlywithothersbecomesSamneedstocooperatemoreconsistentlywithothers,andSallyusesvividlanguageinwritingmayinsteadreadWithpractice,Sallywilllearntousevividlanguageinherwriting.MakeJanseeksnewchallengesintoarequestforparentalsupportbychangingittoreadPleaseencourageJantoseeknewchallenges. Whetheryouaretweakingstatementsfromthispageorcreatingoriginalones,checkoutourReportCardThesaurus[seebottomofthepage]thatcontainsalistofappropriateadjectivesandadverbs.Thereyouwillfindtherightwordstokeepyourcommentsfreshandaccurate. Wehaveorganizedour125reportcardcommentsbycategory.Readtheentirelistorclickoneofthecategorylinksbelowtojumptothatlist. AttitudeBehaviorCharacterCommunicationSkillsGroupWorkInterestsandTalentsParticipationSocialSkillsTimeManagementWorkHabits Attitude Thestudent: isanenthusiasticlearnerwhoseemstoenjoyschool. exhibitsapositiveoutlookandattitudeintheclassroom. appearswellrestedandreadyforeachday'sactivities. showsenthusiasmforclassroomactivities. showsinitiativeandlooksfornewwaystogetinvolved. usesinstinctstodealwithmattersindependentlyandinapositiveway. strivestoreachtheirfullpotential. iscommittedtodoingtheirbest. seeksnewchallenges. takesresponsibilityfortheirlearning. Behavior Thestudent: cooperatesconsistentlywiththeteacherandotherstudents. transitionseasilybetweenclassroomactivitieswithoutdistraction. iscourteousandshowsgoodmannersintheclassroom. followsclassroomrules. conductsthemselveswithmaturity. respondsappropriatelywhencorrected. remainsfocusedontheactivityathand. resiststheurgetobedistractedbyotherstudents. iskindandhelpfultoeveryoneintheclassroom. setsanexampleofexcellenceinbehaviorandcooperation. Character Thestudent: showsrespectforteachersandpeers. treatsschoolpropertyandthebelongingsofotherswithcareandrespect. ishonestandtrustworthyindealingswithothers. displaysgoodcitizenshipbyassistingotherstudents. joinsinschoolcommunityprojects. isconcernedaboutthefeelingsofpeers. faithfullyperformsclassroomtasks. canbedependedontodowhattheyareaskedtodo. seeksresponsibilitiesandfollowsthrough. isthoughtfulininteractionswithothers. iskind,respectfulandhelpfulwheninteractingwithhis/herpeers isrespectfulofotherstudentsinourclassroomandtheschoolcommunity demonstratesresponsibilitydailybycaringforthematerialsinourclassroomcarefullyandthoughtfully takeshis/herclassroomjobsseriouslyanddemonstratesresponsibilitywhencompletingthem isalwayshonestandcanbecountedontorecountinformationwhenasked isconsideratewheninteractingwithhis/herteachers demonstrateshis/hermannersonadailybasisandisalwaysrespectful hasincredibleself-disciplineandalwaysgetshis/herworkdoneinatimelymanner canbecountedontobeoneofthefirststudentstobeginworkingonthetaskthatisgiven persevereswhenfacedwithdifficultybyaskingquestionsandtryinghis/herbest doesnotgiveupwhenfacingataskthatisdifficultandalwaysdoeshis/herbest issuchacaringboy/girlanddemonstratesconcernforhis/herpeers demonstrateshis/hercaringnaturewhenhelpinghis/herpeerswhentheyneedtheassistance isamodelcitizeninourclassroom isdemonstrateshis/hercitizenshipinourclassroombyhelpingtokeepitcleanandtakingcareofthematerialsinit canalwaysbecountedontocooperatewithhis/herpeers isabletocooperateandworkwellwithanyoftheotherstudentsintheclass isexceptionallyorganizedandtakescareofhis/herthings isalwaysenthusiasticwhencompletinghis/herwork isagreeableandpolitewhenworkingwithothers isthoughtfulandkindinhis/herinteractionswithothers iscreativewhenproblemsolving isveryhardworkingandalwayscompletesallofhis/herwork ispatientandkindwhenworkingwithhis/herpeerswhoneedextraassistance trustworthyandcanalwaysbecountedontostepinandhelpwhereneeded CommunicationSkills Thestudent: hasawell-developedvocabulary. chooseswordswithcare. expressesideasclearly,bothverballyandthroughwriting. hasavibrantimaginationandexcelsincreativewriting. hasfoundtheirvoicethroughpoetrywriting. usesvividlanguageinwriting. writesclearlyandwithpurpose. writeswithdepthandinsight. canmakealogicalandpersuasiveargument. listenstothecommentsandideasofotherswithoutinterrupting. GroupWork Thestudent: offersconstructivesuggestionstopeerstoenhancetheirwork. acceptstherecommendationsofpeersandactsonthemwhenappropriate. issensitivetothethoughtsandopinionsofothersinthegroup. takesonvariousrolesintheworkgroupasneededorassigned. welcomesleadershiprolesingroups. showsfairnessindistributinggrouptasks. plansandcarriesoutgroupactivitiescarefully. worksdemocraticallywithpeers. encouragesothermembersofthegroup. helpstokeeptheworkgroupfocusedandontask. InterestsandTalents Thestudent: hasawell-developedsenseofhumor. holdsmanyvariedinterests. hasakeeninterestthathasbeensharedwiththeclass. displaysandtalksaboutpersonalitemsfromhomewhentheyrelatetotopicsofstudy. providesbackgroundknowledgeabouttopicsofparticularinteresttothem. hasanimpressiveunderstandinganddepthofknowledgeabouttheirinterests. seeksadditionalinformationindependentlyaboutclassroomtopicsthatpiqueinterest. readsextensivelyforenjoyment. frequentlydiscussesconceptsaboutwhichtheyhaveread. isagiftedperformer. isatalentedartist. hasaflairfordramaticreadingandacting. enjoyssharingtheirmusicaltalentwiththeclass. Participation Thestudent: listensattentivelytotheresponsesofothers. followsdirections. takesanactiveroleindiscussions. enhancesgroupdiscussionthroughinsightfulcomments. sharespersonalexperiencesandopinionswithpeers. respondstowhathasbeenreadordiscussedinclassandashomework. asksforclarificationwhenneeded. regularlyvolunteerstoassistinclassroomactivities. remainsanactivelearnerthroughouttheschoolday. SocialSkills Thestudent: makesfriendsquicklyintheclassroom. iswell-likedbyclassmates. handlesdisagreementswithpeersappropriately. treatsotherstudentswithfairnessandunderstanding. isavaluedmemberoftheclass. hascompassionforpeersandothers. seemscomfortableinnewsituations. enjoysconversationwithfriendsduringfreeperiods. choosestospendfreetimewithfriends. TimeManagement Thestudent: tacklesclassroomassignments,tasks,andgroupworkinanorganizedmanner. usesclasstimewisely. arrivesontimeforschool(and/orclass)everyday. iswell-preparedforclasseachday. worksatanappropriatepace,neithertooquicklyorslowly. completesassignmentsinthetimeallotted. pacesworkonlong-termassignments. setsachievablegoalswithrespecttotime. completesmake-upworkinatimelyfashion. WorkHabits Thestudent: isaconscientious,hard-workingstudent. worksindependently. isaself-motivatedstudent. consistentlycompleteshomeworkassignments. putsforththeirbesteffortintohomeworkassignments. exceedsexpectationswiththequalityoftheirwork. readilygraspsnewconceptsandideas. generatesneatandcarefulwork. checksworkthoroughlybeforesubmittingit. staysontaskwithlittlesupervision. displaysself-discipline. avoidscarelesserrorsthroughattentiontodetail. usesfreeminutesofclasstimeconstructively. createsimpressivehomeprojects. Related:NeedsImprovementReportCardComments forevenmorecomments! StudentCertificates! Recognizepositiveattitudesandachievementswithpersonalizedstudentawardcertificates!   ReportCardThesaurus Lookingforsomegreatadverbsandadjectivestobringtolifethecommentsthatyouputonreportcards?GobeyondthestaleandrepetitiveWiththislist,yournoteswillalwaysbecreativeandunique. Adjectives attentive,capable,careful,cheerful,confident,cooperative,courteous,creative,dynamic,eager,energetic,generous,hard-working,helpful,honest,imaginative,independent,industrious,motivated,organized,outgoing,pleasant,polite,resourceful,sincere,unique   Adverbs always,commonly,consistently,daily,frequently,monthly,never,occasionally,often,rarely,regularly,typically,usually,weekly Copyright©2022EducationWorld 125ReportCardComments BacktoGeographyLessonPlan WhereDidFoodsOriginate? (FoodsoftheNewWorldandOldWorld)   Subjects Arts&Humanities --LanguageArts EducationalTechnology Science --Agriculture SocialStudies --Economics --Geography --History ----U.S.History ----WorldHistory --Regions/Cultures Grade K-2 3-5 6-8 9-12 Advanced   BriefDescription StudentsexplorehowNewWorldexplorershelpedchangetheOldWorld'sdiet(andviceversa). Objectives Studentswill learnaboutchangesthatoccurredintheNewWorldandOldWorldasaresultofearlyexploration. uselibraryandInternetsourcestoresearchfoodorigins.(Olderstudentsonly.) createabulletin-boardmapillustratingthemanyfoodsthatweresharedasaresultofexploration. Keywords Columbus,explorers,origin,food,timeline,plants,map,NewWorld,OldWorld,colonies,colonial,crops,medialiteracy,products,consumer MaterialsNeeded: libraryand/orInternetaccess(olderstudentsonly) outlinemapoftheworld(Youmightprintthemaponatransparency;thenuseanoverheadprojectortoprojectandtracealargeoutlinemapoftheworldontowhitepaperonabulletinboard.) magazines(optional) LessonPlan TheearlyexplorerstotheAmericaswereexposedtomanythingstheyhadneverseenbefore.Besidesstrangepeopleandanimals,theywereexposedtomanyfoodsthatwereunknownintheOldWorld.Inthislesson,youmightpostanoutlinemapofthecontinentsonabulletinboard.Havestudentsuselibraryand/orInternetresources(providedbelow)toresearchsomeoftheedibleitemsthefirstexplorerssawforthefirsttimeintheNewWorld.Onthebulletinboard,drawanarrowfromtheNewWorld(theAmericas)totheOldWorld(Europe,Asia,Africa)andpostarounditdrawingsorimages(frommagazinesorclipart)ofproductsdiscoveredintheNewWorldandtakenbacktotheOldWorld. Soon,theexplorerswouldintroduceplants/foodsfromtheOldWorldtotheAmericas.Youmightdrawasecondarrowontheboard--fromtheOldWorldtotheNewWorld--andpostappropriatedrawingsorimagesaroundit. AdapttheLessonforYoungerStudents YoungerstudentswillnothavetheabilitytoresearchfoodsthatoriginatedintheNewandOldWorld.YoumightadaptthelessonbysharingsomeofthefooditemsintheFoodListssectionbelow.Havestudentscollectordrawpicturesofthoseitemsforthebulletinboarddisplay. Resources Inadditiontolibraryresources,studentsmightusethefollowingInternetsitesastheyresearchthegeographicoriginsofsomefoods: Curry,Spice,andAllThingsNice:FoodOrigins TheFoodTimeline NativeFoodsoftheAmericas AHarvestGathered:FoodintheNewWorld WeAreWhatWeEatTimeline(Note:Thisresourceisanarchivedresource;theoriginalpageisnolongerliveandupdated.) FoodListsOurresearchuncoveredtheOldandNewWorldfoodsbelow.Studentsmightfindmanyofthoseandaddthemtothebulletinboarddisplay.Noticethatsomeitemsappearonbothlists--beans,forexample.Therearemanyvarietiesofbeans,somewithNewWorldoriginsandotherswiththeiroriginsintheOldWorld.Inourresearch,wefoundsourcesthatindicateonionsoriginatedintheNewandsourcesthatindicateonionsoriginatedintheOldWorld.Studentsmightcreateaspecialquestionmarksymboltopostnexttoanyitemforwhichcontradictorysourcescanbefound Note:TheFoodTimelineisaresourcethatdocumentsmanyOldWorldproducts.Thisresourcesetsupanumberofcontradictions.Forexample: ManysourcesnotethattomatoesoriginatedintheNewWorld;TheFoodTimelineindicatesthattomatoeswereintroducedtotheNewWorldin1781. TheFoodTimelineindicatesthatstrawberriesandraspberrieswereavailableinthe1stcenturyinEurope;othersourcesidentifythemasNewWorldcommodities. FoodsThatOriginatedintheNewWorld:artichokes,avocados,beans(kidneyandlima),blackwalnuts,blueberries,cacao(cocoa/chocolate),cashews,cassava,chestnuts,corn(maize),crabapples,cranberries,gourds,hickorynuts,onions,papayas,peanuts,pecans,peppers(bellpeppers,chilipeppers),pineapples,plums,potatoes,pumpkins,raspberries,squash,strawberries,sunflowers,sweetpotatoes,tobacco,tomatoes,turkey,vanilla,wildcherries,wildrice. FoodsThatOriginatedintheOldWorld:apples,bananas,beans(somevarieties),beets,broccoli,carrots,cattle(beef),cauliflower,celery,cheese,cherries,chickens,chickpeas,cinnamon,coffee,cows,cucumbers,eggplant,garlic,ginger,grapes,honey(honeybees),lemons,lettuce,limes,mangos,oats,okra,olives,onions,oranges,pasta,peaches,pears,peas,pigs,radishes,rice,sheep,spinach,tea,watermelon,wheat,yams. ExtensionActivities Home-schoolconnection.Havestudentsandtheirparentssearchtheirfoodcupboardsathome;askeachstudenttobringintwofooditemswhoseorigincanbetracedtoaspecificplace(foreignifpossible,domesticifnot).Labelsfromthoseproductswillbesufficient,especiallyiftheproductsareinbreakablecontainers.Placethoselabels/itemsaroundaworldmap;useyarntoconnecteachlabeltothelocationofitsoriginonthemap. Medialiteracy.Becausestudentswillresearchmanysources,havethemlistthesourcesfortheinformationtheyfindabouteachfooditem.Havethemplaceanasteriskorcheckmarknexttothefooditemeachtimetheyfindthatiteminadifferentsource.Ifstudentsfindafoodinmultiplesources,theymightconsiderit"verified";thosefoodstheyfindinonlyonesourcemightrequireadditionalresearchtoverify. Assessment Invitestudentstoagreeordisagreewiththefollowingstatement:TheearlyexplorersweresurprisedbymanyofthefoodstheysawintheNewWorld. Havestudentswriteaparagraphinsupportoftheiropinion. LessonPlanSource EducationWorld SubmittedBy GaryHopkins NationalStandards LANGUAGEARTS:EnglishGRADESK-12NL-ENG.K-12.2ReadingforUnderstandingNL-ENG.K-12.8DevelopingResearchSkillsNL-ENG.K-12.9MulticulturalUnderstandingNL-ENG.K-12.12ApplyingLanguageSkills SOCIALSCIENCES:EconomicsGRADESK-4NSS-EC.K-4.1ProductiveResourcesNSS-EC.K-4.6GainfromTradeGRADES5-8NSS-EC.5-8.1ProductiveResourcesNSS-EC.5-8.6GainfromTradeGRADES9-12NSS-EC.9-12.1ProductiveResourcesNSS-EC.9-12.6GainfromTrade SOCIALSCIENCES:GeographyGRADESK-12NSS-G.K-12.1TheWorldinSpatialTermsNSS-G.K-12.2PlacesandRegions SOCIALSCIENCES:U.S.HistoryGRADESK-4NSS-USH.K-4.1LivingandWorkingtogetherinFamiliesandCommunities,NowandLongAgoNSS-USH.K-4.3TheHistoryoftheUnitedStates:DemocraticPrinciplesandValuesandthePeoplefromManyCulturesWhoContributedtoItsCultural,Economic,andPoliticalHeritageNSS-USH.K-4.4TheHistoryofPeoplesofManyCulturesAroundtheWorldGRADES5-12NSS-USH.5-12.1Era1:ThreeWorldsMeet(Beginningsto1620)NSS-USH.5-12.2Era2:ColonizationandSettlement(1585-1763)NSS-WH.5-12.6GlobalExpansionandEncounter,1450-1770 TECHNOLOGYGRADESK-12NT.K-12.1BasicOperationsandConceptsNT.K-12.5TechnologyResearchTools FindmanymoregreatgeographylessonideasandresourcesinEducationWorld'sGeographyCenter. Clickheretoreturntothisweek'sWorldofLearninglessonplanpage.   Updated10/11/12 WhereDidFoodsOriginate?(FoodsoftheNewWorldandOldWorld) 50"NeedsImprovement"ReportCardComments Havingatoughtimefindingtherightwordstocomeupwith"areasforimprovement"commentsonyourstudents'reportcards?Checkoutourhelpfulsuggestionstofindjusttherightone! Thefollowingstatementswillhelpyoutailoryourcommentstospecificchildrenandhighlighttheirareasforimprovement. Besuretocheckoutour125ReportCardCommentsforpositivecomments! NeedsImprovement-alltopics  isahardworker,buthasdifficultystayingontask.  hasadifficulttimestayingontaskandcompletinghis/herwork.  needstobemorerespectfulandcourteoustohis/herclassmates.  needstolistentodirectionsfullysothathe/shecanlearntoworkmoreindependently.  isnotdemonstratingresponsibilityandneedstobeconsistentlyremindedofhowtoperformdailyclassroomtasks.  workswellalone,butneedstolearnhowtoworkbettercooperativelywithpeers.  doesnothaveapositiveattitudeaboutschoolandtheworkthatneedstobecompleted.  struggleswithcompletinghis/herworkinatimelymanner.  givesupeasilywhensomethingisdifficultandneedsextensiveencouragementtoattemptthetask.  getsalongwithhis/herclassmateswell,butisverydisruptiveduringfullgroupinstruction.  hasadifficulttimeusingthematerialsintheclassroominarespectfulandappropriatemanner.  hasadifficulttimeconcentratingandgetsdistractedeasily.  ishavingadifficulttimewithmath. Goingover_____athomewouldhelpconsiderably.  ishavingaverydifficulttimeunderstandingmathconceptsforhis/hergradelevel. He/shewouldbenefitfromextraassistance.  couldbenefitfromspendingtimereadingwithanadulteveryday.  isenthusiastic,butisnotunderstanding____. Additionalworkonthesetopicswouldbeincrediblyhelpful.  ishavingdifficultyconcentratingduringmathlessonsandisnotlearningthematerialthatisbeingtaughtbecauseofthat.   understandsmathconceptswhenusingmanipulatives,butishavingadifficulttimelearningto____withoutthem.  isaveryenthusiasticreader. He/sheneedstocontinuetoworkon_____tomakehim/herabetterreader.  needstopracticereadingathomeeverydaytohelpmakehim/herastrongerreader.  needstopracticehis/hersightwordssothathe/sheknowsthemonsightandcanspellthem.  needstoworkonhis/herspelling. Practicingathomewouldbeverybeneficial.  canreadwordsfluently,buthasadifficulttimewithcomprehension. Readingwith______everydaywouldbehelpful.  couldbenefitfromworkingonhis/herhandwriting. Slowingdownandtakingmoretimewouldhelpwiththis. ishavingdifficultywritingstories. Encouraginghim/hertotellstoriesathomewouldhelpwiththis. hasadifficulttimeknowingwhenitisappropriatetosharehis/herthoughts. Weareworkingonlearningwhenitisagoodtimetoshareandwhenitisagoodtimetolisten. needstoworkonhis/hertimemanagementskills. _______isabletocompletehis/herwork,butspendstoomuchtimeonothertasksandrarelycompleteshis/herwork. needsremindersaboutthedailyclassroomroutine. Talkingthroughtheclassroomroutineathomewouldbehelpful. ishavingadifficulttimerememberingthedifferencebetweenshortandlongvowelsounds. Practicingtheseathomewouldbeveryhelpful. isstrugglingwithreading. He/shedoesnotseemtoenjoyitanddoesnotwanttodoit. Choosingbooksthathe/shelikeandreadingthemwithhim/herathomewillhelpbuildaloveofreading. frequentlyturnsinincompletehomeworkordoesnothandinanyhomework. Encouraging_______tocompletehis/herhomeworkwouldbeveryhelpful. doesnottakeprideinhis/herwork. Weareworkingtohelphim/herfeelgoodaboutwhathe/sheaccomplishes. doesnotactivelyparticipateinsmallgroupactivities. Activeparticipationwouldbebeneficial.  hasadifficulttimerememberingtogobackandcheckhis/herwork. Becauseofthis,thereareoftenspellingandgrammarmistakesinhis/herwork. doesnotmucheffortintohis/herwriting. Asaresult,his/herworkisoftenmessyandincomplete. isstrugglingtounderstandnewconceptsinscience. Payingcloserattentiontotheclassdiscussionsandthereadingsthatwearedoingwouldbebeneficial.  isreadingsignificantlybelowgradelevel. Interventionisrequired. doesnotwriteaclearbeginning,middleandendwhenwritingastory. Weareworkingtoidentifythepartsofthestoriesthathe/sheiswriting. isstrugglingtousenewreadingstrategiestohelphim/herreadhigherlevelbooks. iswonderfulatwritingcreativestories,butneedstoworkonwritingnonfictionandusingfacts. hasadifficulttimeunderstandinghowtosolvewordproblems. needstoslowdownandgobackandcheckhis/herworktomakesurethatallanswersarecorrect. isnotcompletingmathworkthatisongradelevel. Interventionisrequired. isstrugglingtounderstandplacevalue.  isveryenthusiasticaboutmath,butstrugglestounderstandbasicconcepts. hasadifficulttimerememberingthevalueofdifferentcoinsandhowtocountthem. Practicingthisathomewouldbehelpful. wouldbenefitfrompracticingmathfactsathome. isveryengagedduringwholegroupmathinstruction,butstrugglestoworkindependently. isabletocorrectlyanswerwordproblems,butisunabletoexplainhowhe/shegottheanswer. ishavingadifficulttimecomparingnumbers.    Related:125ReportCardCommentsforpositivecomments! 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