Titan Times

Terramar Update: August 2021

Parking Do's and Don'ts

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Covid Protocols

We all must work together to make Terramar as safe as possible for students, teachers, and staff. While the Deer Valley Unified School District is taking measures to reduce the risk of spreading COVID-19, we need our families to do the same.


Please read the following regarding the District's Remain In School Safety Plan


Safety Plan


If your student is awaiting testing results, please keep them home until you have negative results.


If your student has tested Positive for Covid-19. Fill out the parent reporting tool and call Terramar at 623-445-7600.


Parent Reporting Tool for Covid Positive Students

Upcoming Important Dates

August 13th Early Dismissal K/1 1:20pm 2nd-8th 1:30pm

August 20th Early Dismissal K/1 1:20pm 2nd-8th 1:30pm

August 27th Early Dismissal K/1 1:20pm 2nd-8th 1:30pm

September 3rd Early Dismissal K/1 1:20pm 2nd-8th 1:30pm

September 6th and 7th- NO SCHOOL

September 10th FULL DAY NO EARLY RELEASE

Birthday Treats

Birthday celebrations occur the last 10 minutes of the school day and must be pre-arranged with the teacher. There are two options for treats.

Option 1- Purchase the "Birthday Bucket" from the cafe using the following link https://www.dvusd.org/Page/65635

Option 2- Bring in store bought peanut free items 4 DAYS PRIOR (COVID PROTOCOL).

Grading- Phase 1 Pilot School

GRADES:

Terramar will publish grades LIVE in Powerschools starting August 16th.


Terramar is one of the ten schools in the district piloting the new grading system in DVUSD. Additional information regarding Standards Based Mindset for grading can be found on our website here.


See Grading Scale Picture Below


Principal’s List

All 4’s (including special area and other elective courses)

No Incompletes


Honor Roll

All 3’s and 4’s (including special area and other elective courses)

No Incompletes


WHY STANDARDS BASED MINDSET IN GRADING?:

Parents:

  • Progress reports are less mysterious and have more meaning

  • Parents are aware of exactly what their child knows, is able to do, and next steps for progress

  • Parents know in what areas their child needs more support

  • Parents are empowered to increase their child's confidence and help their student set goals

Students:

  • Learning targets are clearly defined and aligned with state standards.

  • Students are offered multiple opportunities and ways through which to demonstrate proficiency

  • Students monitor their own progress toward the achievement of specified targets

  • Specific feedback on progress helps build self-esteem, pride, and motivation

  • Teachers:

  • Teachers know exactly where students stand in their progress toward learning targets and what support needs to be provided

  • Teachers of the same courses have aligned expectations and standards

  • Assessment results help teachers determine when students need extra help and when they need more challenging work


Research provides strong evidence that, when used appropriately, homework is essential for increasing and reinforcing student learning and achievement for course standards. Homework may be differentiated to meet the needs of our varied learners. The intent of homework is to practice, extend learning, and provide opportunities for students to develop critical, independent study skills and self-discipline for their life-long educational journeys.


The DVUSD grading definition for Phase 1 schools is based on the following ideas:


  • Grades will be equitable, accurate, specific, consistent.

  • A student’s grade should reflect academic learning and should never be used as a punitive tool.

  • Grades are for reporting the status of academic learning, not behavioral conduct

  • Grades are a reporting tool utilized to reflect what a student knows and is able to do in a content area. We measure achievement, not effort or behavior, in our grading system.

  • The primary purpose of assessment and grading is to provide detailed feedback to inform and support student learning.

  • Learning is a process that takes place over time and at different speeds for different students.

  • A coordinated assessment and grading system, both among common grade level teachers and throughout the school, clarifies the expectations for all students and maximizes academic opportunities.


“Grades are broken when they mix achievement and non-achievement elements. The fix is to report variables such as behaviors separately from achievement, thereby ensuring that the grades reflect student achievement as accurately as possible.” (O’Connor, 2011)


PowerSchool is an essential resource for parents and students. It is not only a tool for communication regarding grades, it is a resource for our students and parents to check progress, missing work, and what is being taught/learned regularly. Please ensure that you and your child have access (separate accounts) and even sign up for the app and push notifications or weekly email updates as an option in PowerSchool.


LATE WORK and MISSING WORK

In order to accurately reflect a student’s academic performance level, teachers will accept late work and missing work for full credit if the work is submitted within the timeframe/procedures developed by the school and before the end of the grading period. Based on the grade scale a “1” or “0”will be entered in the gradebook until the work is submitted. A notation of “M” for missing or “L” for late work will also be denoted in the gradebook. Students will still be responsible for turning in late work in addition to their current coursework, which results in the natural consequence of a heavier workload. The primary consequence for students not completing the work is to complete the work.


  • Students needing extra help will receive it from their teacher during Multi-Tiered Systems of Support in class.

  • Students choosing not to complete work, but who are able to do so, will complete work with support during Titan Time.

  • Missing work will be accepted up to 3 weeks after the assignment date.

  • Once assignment is turned in the “M” will Change to “L” to indicate it was completed late.

  • Teachers may adjust the time based on the individual needs of the student and/or assignment.



PROCESS FOR REASSESSMENT/RETAKES

Learning is a journey that is often not linear. Some students learn content and skills quickly while others may require more time or feedback in order to learn. The primary objective of grades is to report where a student is in the learning process, regardless of how much time or effort the student needs to get there.

Students will be allowed to retake assessments during the same grading period to show the student’s current level of attainment of the standards.

  • Students will be afforded extra time for learning; however, there is an ending point for each course in which final reports on a student’s learning must be conveyed.

  • Final assessments or end of term capstone projects and performance assessments will not be eligible for retakes.

  • Assessments may be in an alternate format for reassessment.

  • Students are required to show evidence of learning and applying the teacher’s feedback in order to earn a reassessment opportunity.

  • Certain assessments are NOT available for retakes as mandated by the district. Check with your teacher to ensure an assessment qualifies for a retake.

  • Retakes must be scheduled with the teacher.

  • Student Work Form must be completed at least 24 hours prior to a retake opportunity to ensure content mastery.

  • The teacher reserves the right to decide if an assessment qualifies for a retake or not; an explanation will be given if reassessment is denied.

  • Retake requests must be submitted within 2 weeks of the original test date. All retakes must be completed prior to a week before grades close for the quarter.

  • Student Work Form must be completed prior to any reassessment.

“Making students redo their learning until it meets high expectations demands far more of both students and teachers than letting them take a failing grade— but it also results in far more learning.” (Wormeli, 2011)


PLAGIARISM/CHEATING

Academic integrity is a cornerstone of learning. Students must present their own work in order for teachers to accurately assess learning and provide appropriate feedback.


Any type of academic dishonesty will not be tolerated in DVUSD and any student who engages in cheating or plagiarism will be disciplined for those behaviors. It is important that the penalty imposed is not reflected in the student’s academic grade. Incorporating a behavior penalty into a student’s academic grade, such as issuing a loss of credit, causes the overall grade to no longer represent what the student knows or has learned and, in essence, has become meaningless.


If a student engages in academic dishonesty, they will initially receive a “1” or “0” depending on their grade scale. The teacher will provide an opportunity for the student to demonstrate his/her level of proficiency of the same standards. If they choose not to reassess, the 0 or 1 will remain.


The student will be assigned a discipline consequence for the cheating and/or plagiarism behavior they engaged in. Parents will be contacted and the student will be held accountable through the district’s SR&R handbook. Depending upon the developmental needs, the stage of the student and the severity of the offense, discipline consequences could take the form of a letter of apology or other restorative measure, loss of privileges, after school detention, and/or suspension.

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Communication- Who should you call when....

Please follow the communication tool found below
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Why does school end early on most Friday's? What is a PLC?

School ends early on most Friday's so that Terramar teachers can collaborate with other teachers at other schools who teach the same subject/grade on best teaching practices to meet the needs of all learners. Our teachers will compare student data with teachers at other schools to discuss best teaching practices.


A Professional Learning Community AKA PLC is the formal name for teachers meeting to share/compare data to make sure that all students receive the best teaching practices to master the standards.


There are four guiding questions that are answered in each PLC as standards are taught. They are:


1. What do you we want students to know?

2. How will we know that they have learned it?

3. What do we do if they didn't learn it?

4. What do we do if they already know it?


Watch this video for more information:


PLC Video

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