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Instruction

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.


Beliefs

  • 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)

Instructional Materials

Link to Materials List

Beginning Teacher Support and Assessment

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.

Program Assessment

Program Lead:

Trainers:

LEA Plan

What is a LEA Plan?

The No Child Left Behind (NCLB) Act of 2001 mandates that school districts develop a Local Educational Agency Plan (LEA Plan) [as a requirement for receiving federal funding for Under No Child Left Behind (NCLB)]. The plan is required to summarize the actions the schools and district will take to ensure that the program requirements of NCLB are met and that all students are achieving.

Science Fair

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)

Each spring, most students in California participate in the statewide testing program, which is the California Assessment of Student Performance and Progress (CAASPP) System. The tests in the CAASPP System provide information to teachers, parents/guardians, and students about students’ progress and readiness for college and career. In grades three through eight, most students take the Smarter Balanced online tests for English language arts/literacy (ELA) and mathematics. However, students who have a significant cognitive disability (as designated in their individualized education program) are eligible to take the California Alternate Assessments (CAAs). In grades five and eight, students are also tested in science.

This year, 3rd through 8th grade children will take either the Smarter Balanced or CAAs for ELA and mathematics. Students in 5th and 8th grade will also take the California Standards Test (CST) or the California Modified Assessment (CMA) for Science. Finally, all 6th Grade students will take a district math diagnostic placement test.

If you would like more information about the CAASPP System, please visit the Parent/Student tab of the CDE’s CAASPP Web page at http://www.cde.ca.gov/ta/tg/ca/index.asp?tabsectio....

Smarter Balanced Assessments

The Smarter Balanced online tests are based on the new California Content Standards, also known as the Common Core State Standards, for mathematics and ELA. While last year’s test results provided parents with baseline information on how their children were performing in ELA and mathematics, in 2016 parents will be able to compare results across two years (2014–15 and 2015–16) and determine their children’s progress in meeting California’s rigorous academic standards. (Exception: Only one year of data will be reported for students in grade 3)

The California Department of Education (CDE) has developed several resources to help students and parents understand the grade expectations of the Smarter Balanced Summative Assessments:

· The Parent Guides to the Smarter Balanced Assessments are posted on the CDE’s CAASPP Web page, under the Students and Parents Tab, at http://www.cde.ca.gov/ta/tg/ca/index.asp?tabsectio.... Separate guides have been developed for each of the three grade spans tested: grades 3–5 and grades 6–8. Each guide explains the grade-level expectations for students in ELA and mathematics and provides sample test items.

· The practice and training tests, which can be found on the CDE’s Smarter Balanced Practice and Training Tests Web page at http://www.cde.ca.gov/ta/tg/sa/practicetest.asp, can help parents and students experience the type of test items that students will encounter on the Smarter Balanced Summative Assessments. Answers to the practice test and scoring rubrics for the performance tests are posted on the Test Administrator (TA) Resources for the Smarter Balanced Practice and Training Tests Web page at http://www.caaspp.org/ta-resources/practice-traini....

Assessments for Science (Grades 5 and 8)

California has adopted new science standards and is currently developing assessments that are aligned with these standards. During the transition to new science assessments, students in grades five, eight, and twelve will take the CST or CMA, as identified above.

For information on the new science assessments and who is eligible for each of these science tests, please see the CDE’s California Science Assessments FAQ Web page at http://www.cde.ca.gov/ta/tg/ca/sciencefaq.asp#acco....

For information about the content, types of questions, and other targeted resources for the science tests, please see the CDE’s CAASPP Science Assessment Web page at http://www.cde.ca.gov/ta/tg/ca/caasppscience.asp.

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 at http://www.cde.ca.gov/ta/tg/ca/altassessment.asp.

If you have any questions regarding your child’s participation, please contact the school office.

Project Cornerstone

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.

CNS

     Assistant Superintendent         Dan Deguara

3188 Quimby Road
San Jose, CA 95148-3099
(408) 270 - 6800 (Phone)
(408) 270 - 3894 (Fax)

Evergreen School District

  • 3188 Quimby Road
  • |
  • San Jose, CA 95148
  • |
  • Phone: 408-270-6800
  • |
  • Fax: 408-274-3894
  • |
  • info@eesd.org
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