The Instruction Department works closely with school sites to ensure that the highest quality curriculum, instructional materials, learning environments and professional learning opportunities are provided.
Guiding Practices and Instructional Focus Areas
Our work below is in support of the five strategic goals outlined in the district strategic plan.
All learners, at every level of our organization matter.
- We believe that we all have the responsibility to ensure that ALL STUDENTS experience a learning environment to reach our goal of preparing career and college ready students.
- We believe that using the best practices around shared leadership, growth mindset, professional collaboration are the best way to achieve measurable growth of student achievement and reach our goal of preparing career and college ready students.
- We believe that assessment should serve to provide immediate feedback to support student learning and classroom instruction. Assessment data serves to improve practice.
- We believe in a learning environment that fosters innovation and risk-taking.
Instructional Focus Areas
- Implementation of new ELA/ELD materials with on going professional development and collaboration time.
- Continued work around the transition to the Next Generation Science Standards (NGSS), including on-going work to support STEM classrooms and Makerspaces.
- Re-define the role and best uses of CAASPP, interim, and formative assessments to evaluate student academic growth.
- Educational Technology integration professional development and coaching to transcend the traditional learning environment.
- Support sites with strategic instructional initiatives. (i.e. PBL, Deeper Learning, SEAL, Instructional Rounds, Habits of Mind, Visual Thinking Strategies, Accountable Talk, Culturally Responsive Pedagogy, Educational Technology)
- SEIS (New Special Education Information System)
The Evergreen School District's Beginning Teacher Support and Assessment (BTSA) Induction program is a two-year program created by SB 2042 providing opportunities for teachers new to the profession to develop individual plans for growth while clearing their preliminary credentials. Our approved program provides new teachers with mentors, information and non-evaluative assessment opportunities in order to empower future generations of educators in developing habits of personalized professional development.
The Evergreen BTSA Induction program respects this experience, and utilizes the preliminary credential portfolio as a basis for developing individual growth plans. Our formative assessment structure, FACT, guides new teachers and their mentors through a series of reflective, evidence-based, student-centered activities in order to allow new teachers to customize their experiences to meet their own needs/interests.
Below are the download links to our Science Fair Handbooks that are available in PDF format (Acrobat Reader required). Select your preferred language:
California Assessment of Student Performance and Progress (CAAPSPP)
District Assessment Window 3/27/17-5/26/17 (Subject to Change)
(School Site Assessment Window will vary)
California’s academic standards—the things we want students to know and be able to do—are designed so students graduate ready for college and a career. One way we measure their progress is through the California Assessment of Student Performance and Progress (CAASPP) assessments. Students across California in grades 3–8 and high school take these assessments each spring. These tests were created specifically to gauge each student’s performance in English language arts/literacy (ELA), mathematics, and science. These tests measure the skills called for by the academic standards, including the ability to write clearly, think critically, and solve problems.
Because CAASPP tests are given statewide, they provide an opportunity to measure the skills of all students against the same academic standards. Given online, the tests are computer-adaptive, allowing more precise measurement of individual skills.
This year, your child will take the following tests: Smarter Balanced Summative Assessments for ELA and mathematics.
Students in grades 5 and 8 will also take the California Science Test. California’s new state standards for science call for students to think and work like scientists and engineers—asking questions and learning through hands-on investigation and discovery. Working with science teachers, California is developing a new assessment that emphasizes scientific thinking and reasoning. This year your child will participate in the tryout of test items for this future assessment. While this tryout will not provide scores for you child, it is an important first step in developing an assessment that will fairly and accurately measure how students are achieving on the new science standards. For additional information about the new science tests and sample questions, please visit the CDE’s CAASPP Science Assessment Web page.
Smarter Balanced Assessments
The Smarter Balanced ELA and mathematics tests reflect California’s rigorous academic standards and allow students to demonstrate analytical writing and critical thinking skills as well as their knowledge of facts. In 2017, parents will be able to compare results across three years (2014–15, 2015–16, and 2016–17) to determine their child’s progress in meeting the standards. (Exceptions: Only two years of data will be reported for students in grade 4, and only one year of data will be reported for students in grades three.)
To learn more about these tests, please visit CDE’s Test Score Guide Web site, which provides informative guides and test score descriptions as well as sample test items at different levels of difficulty.
Another great resource are the Practice and Training Tests, which can be found on the CDE’s Smarter Balanced Practice and Training Tests Web page. Here, parents can experience the kinds of questions that students will encounter on the tests.
California Alternate Assessments (CAAs)
Students in grades three through eight and grade eleven who have an IEP that designates the use of an alternate assessment are eligible to take the California Alternate Assessments (CAAs) in lieu of the Smarter Balanced Summative Assessments for ELA and mathematics. The goal of the CAAs is to ensure that students with significant cognitive disabilities attain increasingly higher achievement levels and leave high school ready for academic or career options. The test items are aligned with the Common Core State Standards for ELA and mathematics and are based on the Core Content Connectors, which were developed with three tiers of complexity. The CCCs identify priorities in each content area to guide the instruction for students in this population and for the alternate assessment.
If you would like more information or resources about alternate assessments, please visit the CDE’s CAASPP Alternate Assessments Web page.
Pursuant to Education Code Section 60615, parents have the right to exempt their child from statewide assessments. If you have any questions regarding your child’s participation in statewide assessments, please contact your child’s school.
Project Cornerstone is a Santa Clara County initiative that is based on the research of Search Institute on the 40 developmental assets, or building blocks, that all children and youth need to succeed. Project Cornerstone programs such as ABC Parents and Los Dichos seek to strengthen families, neighborhoods, communities, and schools. Project Cornerstone works with Evergreen School District to provide training in developmental assets to parents, teachers, administrators and students alike.
Annual Notice of Physical Education Requirements
Evergreen School District strives to provide the highest quality educational experience we can envision for our students. Included in that experience is Physical Education. California Education Code governs how much physical education is taught in each classroom. As per California Education Code 51210 (g), first through sixth grade teachers are required to teach 200 minutes of physical education over 10 instructional days. It is at the discretion of the classroom teacher as to how and when these minutes are distributed over this time frame.
We are providing this notice to inform parents/guardians of this information. If you have questions regarding physical education minutes you should first contact your child’s teacher or principal. If there are further questions or information that the school was unable to answer, you may contact Dan Deguara, Assistant Superintendent.
If there is an interest in filing a formal complaint with the district regarding physical education minutes of instruction, parents may use Evergreen School District’s general Uniform Complaint Procedure process.
We in Evergreen School District encourage a well-rounded educational experience, and physical education is a strong component of that experience.
Notificación anual de los requisitos de Educación Física
El Distrito Escolar Evergreen se esfuerza por brindar la experiencia educativa de la más alta calidad que podamos imaginar para nuestros estudiantes. En esa experiencia se incluye Educación Física. El Código de Educación de California rige cuánto tiempo debe enseñarse educación física en cada salón de clases. De conformidad con el artículo 51210 (g) del Código de Educación de California, los maestros de primer a sexto grado deben enseñar 200 minutos de educación física durante 10 días de instrucción. Queda a criterio del maestro del salón de clases cómo y cuándo se repartirán estos minutos durante este período.
Proporcionamos esta notificación para informar a los padres de familia/tutores al respecto. Si tienen dudas sobre los minutos de educación física, primero deben comunicarse con el maestro o director de su hijo. Si hay más dudas o información que la escuela no haya podido responder, pueden comunicarse con Dan Deguara, superintendente asistente.
Si les interesa presentar un reclamo formal ante el distrito sobre los minutos de instrucción de educación física, los padres de familia pueden utilizar el proceso general de los Procedimientos Uniformes para Presentar un Reclamo del Distrito Escolar Evergreen.
Nosotros, en el Distrito Escolar Evergreen, alentamos una experiencia educativa bien preparada y, la educación física es un sólido componente de esa experiencia.
Thông Báo Hàng Năm về Yêu Cầu Giáo Dục Thể Chất
Học Khu Evergreen nỗ lực mang đến trải nghiệm giáo dục chất lượng cao nhất mà chúng tôi có thể vạch ra cho các em học sinh của chúng tôi. Một trong những trải nghiệm đó là Giáo Dục Thể Chất. Bộ Luật Giáo Dục California có quy định về thời lượng giảng dạy giáo dục thể chất trong mỗi lớp học. Theo Bộ Luật Giáo Dục California 51210 (g), các giáo viên từ lớp một đến lớp sáu được yêu cầu phải dạy 200 phút giáo dục thể chất trong 10 ngày giảng dạy. Giáo viên phụ trách lớp học có quyền tự quyết định cách thức và thời gian phân phối số phút giảng dạy giáo dục thể chất trong khung thời gian này.
Chúng tôi cung cấp thông báo này để phụ huynh/người giám hộ được biết về thông tin này. Nếu quý vị có thắc mắc về số phút giảng dạy giáo dục thể chất, trước tiên quý vị nên liên lạc với giáo viên hoặc hiệu trưởng của con quý vị. Nếu có thêm bất kỳ thắc mắc hoặc thông tin nào mà nhà trường không thể phúc đáp, quý vị có thể liên lạc với Dan Deguara, Trợ Lý Tổng Giám Đốc Học Khu.
Nếu muốn nộp đơn khiếu nại chính thức với học khu về số phút giảng dạy giáo dục thể chất, phụ huynh có thể sử dụng quy trình Thủ Tục Khiếu Nại Thống Nhất chung của Học Khu Evergreen .
Chúng tôi, tại Học Khu Evergreen, khuyến khích mang đến một trải nghiệm giáo dục toàn diện, và giáo dục thể chất là một phần quan trọng trong trải nghiệm đó.
|• Elementary (Grade 1-6) Physical Education Time Report|