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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)

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

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 at http://www.testscoreguide.org/ca, 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 at http://www.caaspp.org/practice-and-training/index.html. 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 at http://www.cde.ca.gov/ta/tg/ca/altassessment.asp.

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.

CAASPP Letter - Spanish

CAASPP Letter - Vietnamese

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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