Academics

Findley First Grade Essentials

Safety is our first priority. Some of the ways that you can help us keep every child safe:

• Morning: Prepare your child to say goodbye to you at the front entrance. We ask that you “Kiss and Go” at the front door. We monitor the children in the hallways and can quickly recognize adults who belong or don’t belong in school. Bonus: Your child has a growing sense of their independence in a safe, controlled space.  
• Afternoon: Please try your best to have a consistent routine for your child to follow every day of the week. It is very stressful for students, teachers, and staff when there are changes to the dismissal plan. Children feel safe and relaxed when they know their routine. Follow the published plan for picking up your child…either meet your child in the car pick up line or at the flagpole. We encourage all children who can, to ride the bus. It is the safest and most reliable way to get your child home safely.
• Emergency Changes: If you absolutely have to change the dismissal routine for a day or more, we must have a written note from a parent to send a child home in a different way. DO NOT email the day of a change…we may not see the email until the child is gone. In an emergency, please leave a message with one of our secretaries in the office (503) 533- 1830. Please remember we have a lot of children to take care of at the end of the day.
• After school Classes: Please let the classroom teacher know in writing the start date, the location, and the end date of the class.
• Attendance: Please call the attendance line (503)-259-6940 in the morning if your child is going to be absent that day. If we do not hear from you, the office will call to verify that your child is home with you. In this way, we can be sure that your child gets to school safely.
• Snacks: Children may eat one healthy, easy to eat snack in the afternoon during Choice Time. Please NO peanut/nut snacks. Plain water is the only acceptable beverage in the classroom.
• Birthdays: Celebrated in the classroom with a song and a pencil. Our school policy does not allow children to bring treats on their birthdays. We cannot allow invitations or thank you notes to be passed out in school.

Home School Partners

We look forward to working with you to make your child’s first grade year wonderful for everyone! Here are some ways that you can stay informed and help us out in the classroom.

• School Hours: 8:20-3:05 Students are allowed into classrooms between 8:20-8:30 A.M. We start our day with “morning work.” Students who arrive late, miss this important practice and the opportunity to get settled for a great day. Please make every effort to be on time every morning.
• Home Communication: You will receive a Findley Elementary newsletter about once a month as well as a “First Grade” newsletter via email. Teachers will use email to send time sensitive messages to families. •
• Parent Helpers: We love our volunteers and appreciate the help you provide. The volunteer schedule will be coming soon (October.) During your volunteer time you can expect to read with a child or children, practice a skill or complete a task with a child or small group of children, get materials ready for an upcoming project or lesson, display work, or help in the classroom with a lesson. Due to liability issues, siblings are not allowed to accompany volunteers at school. We would love to have you do at-home projects if you have younger siblings at home.
• Other Parent Help: Each class needs a volunteer to present the Art Literacy lessons to the class. This involves a training session for each artist (4-5 artists a year) and then a one-hour classroom lesson. The library and technology teachers enjoy having help as well.

Homework 

A Homework Folder will come home on Fridays. It is due back each Thursday. Students need to bring a backpack everyday that is big enough to hold a 9X12 inch folder.

1. Reading -Plan to spend 20 minutes with your child reading, five days a week. This should be a combination of reading to your child, your child reading to you, and shared reading-you read, child reads!
2. Spelling-10 first grade words and 6 robust words for challenge only…for most students the robust words should be used and discussed at home as a way to reinforce vocabulary development. Spelling is optional!
3. Math Packet- 3-5 pages of practice that reinforce classroom work. Plan to help read and interpret directions. The practice should be fairly independent work for the children. However, parents should check for completion and accuracy.

First Grade Academics

First graders come to us with a wide range of literacy skills. First grade is tremendously important for gaining and strengthening literacy skills. We want our students to become thoughtful, independent and strategic readers. In a supportive environment, students will learn to love to read, write and work collaboratively. We will use “thinking about reading” skills such as inferring, questioning, making connections, creating mental images and synthesizing information. Students will also be given opportunities to make their thinking visible through oral, written, artistic and dramatic responses to literature.

Assessment

Children will be regularly assessed in the areas of math, reading (decoding, fluency, expression, comprehension), writing, reading and spelling our 50 No-excuse first grade high frequency words. These assessments will guide our instruction in all areas.

Reading Groups

“Skill-oriented” groups of children will meet regularly to work with books at or just above their literacy level. We focus on reading strategies, comprehension, phonemic awareness, phonics, fluency, and vocabulary.

Spelling

Spelling lists will begin coming home the first Friday in October. Students will be tested each Thursday and given a new list to study for the week. Our spelling program supports our reading program and aims to improve spelling of high frequency words, phonetic words and words with similar spelling patterns.

Writing

The main component of our writing program is a “workshop” time in which a skill or approach to writing is discussed and students are allowed time to practice. Children are encouraged to discover and refine their own personal writing style as they compose stories that are meaningful to them. Children will learn to write narrative, expository and opinion pieces throughout the year. All children, not just those with innate talent, can learn to write well.

Independent Reading

This is a daily time when children can choose any book they want to read purely for the love of reading! We often reflect about our thinking and learning before and after our reading time. We call this time Daily Five because we do five types of reading: Read to Self, Read to Someone, Listen to Reading, Think About Reading, and Word Work.

Handwriting

Establishing good handwriting habits is an important early skill. We will be using the adopted handwriting curriculum this year to improve fine motor skills in our first graders, making writing more “automatic” for them and easier for others to read.

First Grade Math

First grade math provides a solid foundation for number sense, mathematical reasoning and problem solving. We will work on addition and subtraction, telling time, using money, measurement, data and geometric exploration. The curriculum promotes mathematical analysis, relationships, and evaluation. Building mathematical vocabulary is a large component of the program. Games are important for practicing skills and there is a technology component, called IXL, that can be used for additional practice at home. Parents are encouraged to use the homework sheets (see homework section) as steppingstones for deeper conversations about what your child is learning in class.

Findley is a Primary Years Programme candidate school. We will be planning and implementing 2-3 units of study as part of this inquiry based program. Many of our Social Studies and Science targets will be integrated within our units of study. To learn more about the Primary Years Programme, PYP, watch school and grade level newsletters and our PYP website… FindleyPYP.weebly.com.

First Grade Science

First graders love science! It is a high interest area that allows for extension of literacy and math activities. Our science targets will be covered in cross-curricular activities throughout the year.

First Grade Social Studies

A primary focus of our Social Studies targets is cause and effect relationships. We will be learning to: use If…then statements, to think about why certain events and ideas are important, and order events.

• Our Social Studies curriculum includes the following topics:
• Learning about ourselves, families and communities
• Maps
• Holiday symbols and National symbols
• Important people in history such as Martin Luther King, Jr., Abraham Lincoln, and others
• Diversity
• Geography
• Economics
• Passport Club studies will begin in second grade.

Behavior Management

The entire Findley staff works together to teach and reinforce the expectations in all areas of the school. We explicitly teach what it means to be Safe, Respectful and Responsible in every area of the school. Please notice the signs posted all over Findley and help praise students who are following our school wide behavior expectations.

As a PYP candidate school, we are learning to use the attitudes and attributes of a learner. Listen for your child to talk about the learning attitudes: Appreciation, Commitment, Confidence, Cooperation, Creativity, Curiosity, Empathy, Enthusiasm, Independence, Integrity, Respect, and Tolerance. We will be working toward being: Inquirers, Communicators, Open-minded, Risk-takers, Knowledgeable, Thinkers, Principled, Caring, Balanced, and Reflective! These are the attributes of a successful learner!

Parents and teachers are the best team! It’s going to be a wonderful year!

Warmest Regards,

Your First Grade Teaching Team

Second Grade Curriculum

* It is the goal of the second grade team to enrich the lives of our students by building an academic foundation, a desire for lifelong learning, along with critical thinking, inquiry and problem solving skills they will use throughout their lives. *

Behavior Expectations
Cooperation, Action, Respect, Empathy (C.A.R.E.)

Second graders are expected to show cooperation, action, respect, and empathy inside the classroom and out. Students are explicitly taught the school-wide behavior expectations as outlined by Positive Behavior Support and Intervention (PBIS) for each area of our school. The playground, bathrooms, cafeteria, hallways, stairs, office, front entrance, library, tech lab, gym, assemblies, buses, and even pods, have clear and specific behavior expectations posted.

Behavior Intervention:


Students who are struggling to meet behavior expectations for classroom or school areas will be re-taught. If the behavior persists, parents will be notified and we will work to develop a plan to help your child succeed. If problems persist, school administration and/or counselor may become involved to provide additional support.

Homework:

Beginning in October, a weekly homework packet will go home. The packet will include daily reading and math practice. It may also include an assignment related to a topic of study or particular skill we are working on. Please see the Findley Homework Policy for more information on homework.

Snacks:

Second graders will have a daily snack time every afternoon. We expect snacks to be healthy (no sugar in the first 3 ingredients) and consumed without a utensil. Students are welcome to bring a water bottle, filled with only water, to school. It must be spill proof and students must take them home weekly for cleaning.

* For the health and safety of all our students, we will be nut and peanut free in the classrooms and pod area. *

Reading:


Students will work towards second grade learning targets in a number of ways. For Reading instruction, we will use the Units of Study from the Reading and Writing Project for 2nd grade to support vocabulary development, reading comprehension, reading fluency and overall critical thinking skills. Reading instruction will be delivered through a 90 minute Reading Workshop model which includes whole group, small group, and individual reading conferences, as well as daily read alouds. Students will work independently on learning targets with texts at their independent reading level. Students will work on learning new skills and expanding previously learned skills with text at their instructional level with an adult. We will also use leveled book sets, Scholastic News, and a variety of fiction and non-fiction reading materials.

Writing:

In Second Grade, students will work towards second grade writing targets primarily using the Writer's Workshop model which includes a short mini lesson, independent practice, conferencing with an adult and with peers, sharing of writing and celebrating.

We will focus on three modes of writing this year; personal narrative, persuasive, and expository. Throughout each unit students will learn the traits of good writing. These include: ideas and content, organization, voice, word choice, sentence fluency and conventions. We will also focus this year on the writing process of prewriting, drafting, and revising (including editing).

We will publish a polished piece of writing a few times throughout the year.

In second grade students transition from learning to write to writing that demonstrates their learning. This year we will be writing across the subject areas. During this workshop children will also be learning spelling patterns, grammar and mechanics. We will also study the 100 Findley “No Excuse” (most common) words.

Speaking:
 

Second graders will work toward mastering speaking and listening targets by making several short presentations, sharing their writing, and whole class and partner discussions. Students will be encouraged daily to communicate their ideas orally to develop speech and listening skills.

Math:


Second graders will work towards mastery of the learning targets using Eureka Math (Engage New York). You will get a letter at the beginning of each module outlining the specific learning goals for that unit. Concepts include telling time, solving problems with money, fact fluency, geometry, place value, and comparing, adding, and subtracting numbers to 1,000. Throughout the year, students will develop and refine their skills in communicating their mathematical thinking through discussion and math journals. They will also learn to efficiently apply strategies to solve real world problems.

PYP

Findley is a Primary Years Programme candidate school. We will be planning and implementing units of study as part of this inquiry based program. Many of our Social Studies, Health, and Science targets will be integrated within our units of study. To learn more about the Primary Years Programme, PYP, watch school and grade level newsletters and our PYP website: FindleyPYP.weebly.com.

3rd Grade Curriculum

 

READING

Students will read and recognize a variety of genres such as realistic fiction, historical fiction, fantasy, poetry, and nonfiction. Students will be asked to read books at their instructional level. Reading response activities will help students think about what they have read, and gain comprehension skills. Comprehension skills include Summaries, Main Ideas and Supporting Details, Cause and effect, Fact and Opinions, Inferences, Asking Questions, Comparing and Contrasting, Making Connections, Reflections, and Metacognition. Learning to read with expression, proper phrasing and accuracy with also be a focus of third grade.

WRITING

Students will be immersed in a year-long writer’s workshop, exploring the modes of writing, including narrative, expository, persuasive, and imaginative. Students will use the writing process, which includes: Prewriting, Rough Draft, Revising, Editing, and Final Copy. Instruction on the six writing traits will be integrated into the program. The six traits include: Ideas, Organization, Sentence Fluency, Word Choice, Voice, and Conventions.

MATH

Everyday Mathematics

• Daily Mental Math- Mental Problem solving, fact practice
• Daily Math Journal- Reviews what is taught daily, spirals what has been taught in the past and what will be taught in the future.
• Daily Extensions- provides enrichment
• Daily Concepts- reviews, introduces new concepts, extends-challenges
• Problem solving-imbedded throughout the entire curriculum. Students will work toward solving problems and explaining their thought processes. They will be assessed in four areas: conceptual understanding, processes & strategies, verification, and communication.

CONCEPTS TAUGHT

• Reference Frames: temperature, time, coordinate systems, maps
• Estimation: Mental Arithmetic, Number sense
• Measurement: US Customary and Metric (both with conversions), length, area, volume, weight, mass, time and money Geometry: Dimensions, points, lines, angles rays, plane and 3-D figures, geometric relations, transformations, symmetry Data and Chance: probability, data collection, data organization and analysis, graphs
• Algorithms: addition, subtraction, multiplication, division
• Order and Operations: number sentences and models, situational diagrams
• Number and Counting: Whole numbers, fractions, decimal, percents, rational numbers, positive and negative numbers, irrational and real numbers, numeric relations, base 10 concepts.
• Patterns, Sequence, Functions, Algebra: visual patterns, even and odd numbers, variables, open number sentences

SOCIAL STUDIES

Students will study current events (Time for Kids, National Geographic); the Geography and History of Portland; how cities begin, grow, and are organized; civics and government; economic resources; and biographies

SCIENCE

We will be learning about Scientific Inquiry and Design, Force and Motion, Weather, Comparing and Contrasting life cycles of animals and plants and states of matter. We will study science through class discussions, hands on experiments and written assignments.

HEALTH

We will focus on many topics including body systems, personal safety, feelings, emotions and stress, healthy lifestyles, nutrition and exercise, disease prevention and family life.

Information for 4th Grade Families

 

Behavior Expectations

Safe, Respectful, Responsible:
As some of the oldest students at Findley, fourth graders are expected to exhibit safe, respectful, and responsible behavior inside the classroom and out. Students are explicitly taught the school-wide behavior expectations at the onset of each new year. Expectations for each area are posted throughout the school. Students should arrive at school in a timely fashion, ready to engage and participate in all activities.

Behavior Intervention

Students who are struggling to meet behavior expectations for classroom or school areas will be retaught. If the behavior persists, parents will be notified and a consequence given. If reteaching, consequences and parent involvement do not help, students may receive intervention from school administration.

Homework *

Weekly Planners:
Fourth graders are given homework each week that they are expected to record on their weekly planners. Nightly reading, IXL, and Typing Agent are ongoing. Math homework will be given either daily or weekly to enforce the skills of the math lesson taught that day. Assignments may vary slightly, depending on your child’s teacher and the needs of the individual class.
 

Study Habits

In addition to building academic skills, 4th grade is a really important year for students to build skills in organization, responsibility and time management. Students are expected to gather the materials necessary to complete assignments, know what their homework assignments are, and to turn work in on time. Each student will have a HOMEWORK folder to transport papers to keep at home as well as homework/forms needing to be returned to school.
 

Three Ring Binders

Fourth graders organize returned work and important class items in a three ring binder, which will be stored in your child’s classroom. These binders will be used for data collection and goal setting through out the year. * Please see the Findley Homework Policy for more information on homework!
 

All-Star/Study Hall

Students who complete required weekly assignments, and turn them in on time according to their teacher's expectations, will earn the opportunity to participate in an all-star activity on the last school day of each week. Students are also expected to be a responsible member of their classroom community to ear All-Star as well. Those who did not meet homework and/or behavior expectations will spend this time in "study hall" where they will complete missing work and/or incomplete assignments.
 

Snacks

Students will be able to eat a healthy snack prior to lunch. Please consider the following guidelines when sending snack: -Snacks should be healthy. -Snacks should not be messy. -Snacks should be consumable in about 5 minutes. Water bottles are allowed and encouraged in all 4th grade classrooms. Please be sure they are spill proof and that students take them home for cleaning every week.
 

Literacy

• Reading
• Writing
• Speaking

Fourth graders will practice mastery of basic literacy skills based on the standards established in the Common Core.

Parent Guide to Student Success - Common Core

Fourth grade students are expected to engage in at least 100 minutes of sustained, silent reading each week at home. In addition, students have reading time set aside at school to increase reading stamina as well as to practice skills taught at school.
 

Math

Through the use of Engage New York and Everyday Mathematics, fourth graders will practice mastery of basic literacy skills based on the standards established in the Common Core.

The Engage NY materials support instruction in the math learning targets. Daily homework will be included either in a weekly homework packet or sent home daily with your child.

Fourth graders will be expected to memorize multiplication and division facts to 12 by the end of 4th grade. This will require extra fact practice in addition to the homework given in class.

Also in addition to homework, 4th graders will be asked to complete 45 minutes of IXL computer time during the week.
 

Social Studies

Fourth graders will work toward mastery of the social studies learning targets found on the Beaverton School District website.

Social Studies Learning Targets

There will be a number of extended units of study that support instruction in the social studies learning targets: -

• Native Americans of Oregon
• Westward Expansion of the U.S. (Lewis and Clark and Oregon Trail)
• Regions of Oregon
• Oregon State Government & Economy

*Passport Club also supports extension of the social studies learning targets. This is an enrichment program run by parent volunteers. Each month, 4th graders may choose to improve their map skills by memorizing locations on the world map and showing off their skills at the monthly check. They monitor their successes with a "passport" of stamps.
 

Science

Fourth graders will work toward mastery of the science learning targets found on the Beaverton School District website.

Science Learning Targets

There will be a number of extended units of study to support instruction in the science learning targets:

• Earth Changes
• Matter & Energy
• Ecosystems and Biomes

The science inquiry process supports learning about scientific processes by requiring students to:

FORM a Question and Hypothesis that includes Background Information on the topic
DESIGN an Experiment that will provide data to answer the question
COLLECT data and display using tables, graphs, etc.
ANALYZE the data and the experiment in regards to the original question and hypothesis

Health

Fourth graders will work toward mastery of the health learning targets found on the Beaverton School District website.

Health Learning Targets

The Great Body Shop materials provide lessons that support instruction in the health learning targets.

In June, students will be separate by gender to receive instruction about the hum maturation process. During this time, students will learn about the sex organs of both genders. Parents will have an opportunity to preview materials in order to opt out, or to support this instruction at home.

Fifth Grade Curriculum

As a 5th grade team, we will be teaching to the standards set for us by the State of Oregon and the Beaverton School District which includes the Common Core State Standards (CCSS). If you click on the links below, you will be able to view them. Scroll to the bottom of the page for learning and behavior targets.

District Learning and Behavior Targets

By clicking on “Parents” tab you will be directed to a number of resources related to the Common Core.

Oregon Department of Education

The National PTA also provides helpful information to parents regarding how you can help your child with the Common Core.

National PTA

In addition to the learning targets, we will focus on personal responsibility as a part of our preparation for middle school. Students will learn organizational and academic skills as well as the social skills necessary to be successful.

Classroom Management:

Each classroom works to establish an environment that will promote and stimulate learning while at the same time, fosters mutual respect. To ensure that classrooms remain active, productive centers for gaining knowledge and developing and maintaining positive relationships, we have set very high expectations for your child in both academics and behavior.
 

Agenda Planner:

Each student in 5th grade has purchased a planner. Parents are asked to sign the planner every evening after the child has completed their homework. Teachers will check for signatures periodically to help keep students accountable. By giving the students the responsibility of tracking their assignments we are teaching them that a planner and a system for organization are useful tools. It is our expectation that your child be responsible for writing down and keeping track of all work in his/her agenda planner.

We understand that there are times when work cannot be completed due to family emergencies. If this occurs, please write a quick e-mail to your child's teacher. Evening sports or music lessons are not accepted as an excuse for incomplete work; it is important for students to “find a balance” in their school and after-school activities in order to succeed in middle and high school.

It is also important for your child to establish a time to do homework each day and then stick to that schedule. It does not have to be the same each evening, but needs to reflect their workload and after school activities. It is sometimes best to check the planner each week and as a family look at schedules to give your child the opportunity to reflect and decide what needs to be done and when. We believe at this age, children need to take responsibility for their homework and it’s completion with minimal guidance from parents. (Please refer to the No More Homework Battles page at the end of this packet).

Homework:

Homework is assigned to teach responsibility, extend concepts we are learning in class, provide skill practice and to develop effective study habits. As a general rule, students should expect an average of 45-60 minutes of homework a night. In addition to daily or weekly assignments, there will be projects that are assigned well in advance of the due date. Please check your child’s planner and/or the class website for daily homework. Finally, please encourage your child to read. Each teacher will let you know his/her expectation for weekly reading minutes.

Grading:

Report cards are sent home in December, March and June. Please keep in mind while reviewing your child’s report card that it will measure end of year benchmarks. Students’ report cards will be marked according to the following keys:

Behavior:

• C = Consistently
• G = Generally
• R = Rarely/Sometimes (Needs Improvement)
   

Academic:

• 1 = Developing
• 2 = Nearly Proficient
• 3 = Proficient
• 4 = Highly Proficient
   

Progress:

• + = Significant
• ✓ = Steady
• -  = Minimal

Your child's teacher will communicate with you regarding missing assignments on a regular basis.
 

Communication:

The best way to communicate with your child's teacher is via email. Teachers will be in contact with you through out the year with academic and/or social concerns as well as periodic updates as to what is happening in our classroom. If you have questions or concerns, you are encouraged to email your child's teacher. Please remember that teachers receive a large number of emails every day so please be short, friendly and to the point. Your child's teacher will do their best to get back to you within 24 hours but please allow 48 hours for a response. Please do not rely on emails to your child's teacher to change plans for after-school or other various communications during the school day.

NO MORE HOMEWORK BATTLES
Six Tips for Helping Kids Fall in Love with Learning

©2001 By Dr. Charles Fay

Battles over reading, writing, and arithmetic too often drive a wedge between parents and their kids. Many times these ongoing conflicts give youngsters a distaste for learning and send parents to bed at night wondering, “What are we doing wrong with this kid?”

The following tips are dedicated to creating happier homes, where children are free to fall in love with learning and parents no longer dread homework hassles:

Tip #1: Each evening, set aside a time for family learning.

This is a time for your children to do their homework and for you to model the value of learning by enjoying a book. The best way to create a love of learning in your kids is to show them how much you enjoy it.

Tip #2: Avoid battles by offering choices.

Research shows that children are more likely to do their homework if they are given many small choices. For example:

• Would you rather do your homework right after school or wait until four o’clock?
• Are you going to do your homework in your room or at the kitchen table?

• Are you going to do all your homework right now, or are you going to do half now and the rest after dinner?

Tip #3: Help only when your child really wants it.

There is nothing that creates more homework battles than parents who “help” when help is not wanted. Try asking:

Would you like some ideas on that, or would you like me to leave you alone? Your child’s desire to do it alone is a very healthy sign of independence and responsibility.

Tip #4: Spend most of your time noticing what they do well.

DO NOT focus on what your child does wrong! Allow your child to get help in those areas from their teachers. Successful parents spend 99% of their energy noticing what their kids do well. They say things like:

• Show me the very best letter you made today. You really worked hard on that!
• Look at that math problem. You got it right!
   

Tip #5: Help only as long as it’s enjoyable for both of you.

Too frequently, homework help turns into a homework battle. Smart parents back out of the helper role as soon as they sense conflict brewing. Try hugging your child and saying:

I love you too much to help if it means we are going to argue. I know this is really hard. Good luck.

Tip #6: Help only as long as your child is doing most of the work.

Say the following to yourself over and over again: "This is my child's homework - not mine!"

There is nothing more destructive than stealing the struggle of learning by doing too much for your child. Each time they achieve something difficult on their own, their self-esteem soars and they are better prepared for the real world. Give these Love and Logic® tips a try, and join thousands of parents who now have much happier, more responsible kids!

Dr. Charles Fay is a nationally known speaker, parent, and school psychologist with The Love and Logic® Institute in Golden, Colorado. His new video, “Hope for Underachieving Kids” provides a wealth of ideas for parents and educators struggling with bright kids who just won’t try. For more information about Love and Logic parenting and teaching techniques, call 1- 800-LUV-LOGIC or visit their website.
 

Frequently Asked Questions

 

1. Can kids bring peanut butter snacks or nuts?

Due to the high number of students who have nut allergies, we have adopted a ‘nut-free’ grade level for all snacks.
 

2. Are there different homework assignments between 5th grade teachers or is everyone doing the same work?

As a team we will all teach to the learning targets set by the district. That being said, for the most part, each class will do the same work throughout the year. We do teach lessons and units at different times to share resources and to account for different personalities in classes and in teaching styles. Ultimately, we structure lessons and homework, to meet the needs of our classes. As a whole, the average 5th grade student should expect 45-60 minutes of homework a night.
 

3. Will we have supplemental math homework focusing on basic math facts?

Basic math facts homework is assigned based on the needs of the student. Teachers are also using timed tests in their classrooms. As a school we will also be continuing with the IXL online math practice program.

 

4. Will there be state testing? When?

5th graders will be taking the Smarter Balanced assessments in Math and English/Language Arts (ELA) this year. This assessment is aligned to the Common Core State Standards. More information will follow.
 

5. How does my child apply for an option school?

With the exception of SUMMA, the option schools for Beaverton School District are based on a lottery system. The District has a variety of materials on the Options Schools within the District, please visit the website. In addition, information is sent out through the school newsletter, the District Website, and various pamphlets that are sent home with students. The counselor also typically gives a presentation to 5th graders about the various option schools.
 

Option School Information

6. Are parents informed when students are given an opportunity to go SUMMA?

Admission to SUMMA is based on test scores. Parents will be notified in the fall, via a letter from the District Office, when students have the opportunity to apply to the SUMMA program. Please visit the District Website for Options Schools. 

Option School Information

7. When will there be additional TAG testing for students this year?

Students who are not already identified as TAG in reading or math can be tested with the ITBS Reading or Math around November. Please fill out a parent information form (available in the office) and talk to the teacher at conferences if this is of interest to you. More information will be coming via newsletters. The Naglieri, which tests intellect, will not be given this year as students took the COGAT last spring which measures the same component. Students who are already TAG, but still wish to qualify for Summa will be notified by the district for further testing.
 

8. Where do I find out further information about qualifying for Summa?

You may look on our Findley website or the district's website. If you still have questions AFTER reading the websites and the FAQ's, you may contact Shannon Bauck or Heidi Hanson.

SUMMA & TAG Information

9. How can my child get into Dragon Riders?

Applications for Dragon Riders are accepted for each of the trimesters. For the first trimester, students apply in the spring of 4th grade. For the second and third trimesters applications will be available for a week before the due date, typically around the same time report cards are sent home. Students are responsible for obtaining an application and for turning in the application on time. 30 students will be accepted each time and due the high number of interested and qualified applications, a lottery system will be used to determine the final 30. Students who turn in late or incomplete applications are not considered and Dragon Riders must be in good standing in all of their classes.