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Academic Programming » K-8 Programming

K-8 Programming

Gifted Education All-day, Every-day

Needs-Based, Differentiated Classrooms

All students at Westgate Community School have the benefit of differentiated, needs-based instruction in language arts and mathematics. Our master schedule is designed to maximize the opportunity for students to access a class that meets their learning needs, regardless of age or grade. Each team has both on-level and advanced classes.

It's important to remember that the groupings may be adjusted, as needed, throughout the year.

Recess for all students K-8
At Westgate, we believe in the power and purpose of play. 
  • K-2 students enjoy 3 recesses a day totaling one hour.
  • 3-4 students enjoy 45 minutes of outdoor recess.
  • 5-8 students have 30 minute recess every day just before lunch.

Work at home policy

Typically, K-6 Westgate students do not have schoolwork to complete at home. Westgate believes students should have time to play sports, spend time with family, and pursue their passions. This is central to our belief that work done in schools helps to better inform teachers of the needs of the learners. When teachers are able to see the work being produced by their students, they better know what re-teaching or extensions should come next in instruction.

 

While there is no daily homework assigned in any grades, 7/8 grade teachers may send homework at the start of the school week to be completed over the course of that week and returned by Friday. We believe this is developmentally appropriate and helps prepare students for high school. 

 

Exceptions to this norm are:

  • All students are expected to read or be read to every day.
  • When a student has make-up work from absences.
  • When extra practice is needed to become proficient in a skill.
  • When a student has been unproductive during their class time.
  • When there is a special “at home project” (ie. charting stars, choosing to show parts of a cell using food, family tradition page in kindergarten).

 

Communicating about homework - If the student does have homework, the teacher emails the family by the end of the day to inform them of the homework. All instructions for the work are included in the email to parents to ensure they can provide help to their student. The teacher will also provide the deadline of when the work needs to be completed and turned in so the student can receive a grade. 7/8 grade teachers may also update their classroom pages with information on homework that students will be expected to complete by the end of the week. 

 

Social-Emotional learning every day

 

We have thirty minutes of social-emotional learning scheduled in every grade, every day.  

 

Specials

  • Art
  • iLab
  • Music
  • Physical Education
Traditionally teachers focus on teaching, the attempt to deliver knowledge. In SBG they also measure student learning, to understand the effectiveness of instruction. Instead of a single overall grade, SBG breaks down the subject matter into smaller “learning targets.” Each target is a teachable concept that students should master by the end of the course. Throughout the term, student learning on each target is recorded. Teachers track student progress, give appropriate feedback, and adapt instruction to meet student needs.
 
Figure 1 shows example report cards that highlight the differences between traditional and SBG.
 

Figure 1- Examples of Traditional and Standards-based Grading

TRADITIONAL REPORT CARD
Class Q1
Mathematics 95% = A
 
STANDARDS-BASED REPORT CARD
Class/Standards Q1
Mathematics 3
   I can define a number sentence
 2
   I can solve number sentences that have brackets 2
   I can solve number sentences that have braces
 3
   I can create number patterns using two rules 3
   I can estimate the answers of number sentences 2
   I can find the sum of two 2-digit numbers 3
   I can find the difference of two 2-digit numbers
2
   I can find the product of two 2-digit numbers 2
   I can find the quotient of two 2-digit numbers 3
 
Traditional grading and SBG also use different grading scales. In traditional grading, students are primarily measured by the percentage of work successfully completed. The assumption is that higher completion rates reflect greater mastery and earn higher grades. Often, 90% achieve an A, 80% a B, etc.

In SBG, grading is based on demonstration of mastery. Students attempt standards-aligned activities (projects, worksheets, quizzes, essays, presentations, etc.). Teachers assess the student output and choose the appropriate mastery level that was demonstrated. Typical scales are 1-4 and reflect students’ increasing skill. 1's indicate that students have little understanding of a concept, and consequently cannot demonstrate any mastery. When starting a new target, many students have no prior knowledge, and begin at 1. As students learn, they can demonstrate partial mastery, and score 2. Once they meet a target, they score 3. Typically, 4's are used for students who exceed targets.
 
Figure 2 shows examples of traditional and SBG grading scales.
 

Figure 2: Traditional and Standards-based Grading Scales

TRADITIONAL GRADING SCALE
Letter Grade  %
A
89.5-100%
B 79.5-89%
C 69.5-79%
D 59.5-69%
E Below 59.5%
 
STANDARDS-BASED GRADING SCALE
Points Notes
4 Advanced
3 Meets Expectations for Target
2 Partial Mastery of Target. Demonstrates partial understanding or can perform a portion of the target with assistance.
1 Little or no mastery. Cannot demonstrate mastery even with assistance.
 
LETTER/STANDARDS-BASED GRADE CONVERSION
Letter Grade Standards Based Grad
A 3.30 - 4.0
B 2.40 - 3.29
C
1.60 - 2.39
 
D 0.80 - 1.59
F 0.00 - 0.79
 
*Note: Even though 1-4 is popular, SBG grading scales vary widely. Scales can be 1–5, 0–4, use half points, and use letters instead of numbers. Yours may be different.

In standards-based education, teaching is responsive to learning. When starting a new target, teachers present introductory lessons. As students progress, they are offered more complex material. They continue working and learning until they reach the target. Think of SBG as a ladder, where students climb up “a rung at a time,” eventually reaching the top.
 
SBG student climbing ladder graphic - Level 1, 2, & 3
 
After receiving instruction, some students progress immediately, but most do not. It’s common for students to be confused, and only partially complete an activity. Teachers regularly provide feedback, reteach, and offer additional opportunities to reach “the next rung.” This process requires patience and practice and is repeated until students reach the target.
 
SBG is powerful because it provides a framework to regularly measure student progress. When teachers have a continuous understanding of students’ mastery; they can adapt instruction to better meet students’ needs. This causes education to be more effective and engaging