2013-KC COOMBS MIDDLE SCHOOL COUCIL

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When a CODE RED is announced we require every adult and student in the school to respond. All adults and students remain in the school building. All interior and exterior doors are locked. Teachers are to: • direct students to a designated area in the classroom • close and lock the classroom door to the hallway • close and lock the classroom door in any adjacent classroom, if it is vacant • cover glass panel in classroom door to hallway • close all windows • turn off lights and classroom computers • supervise students • avoid use of the school telephone system • await announcement that CODE RED is over. Students are to: • stop all talking • quickly and quietly move to designated area in the classroom • remain in designated area until CODE RED is over • maintain silence until the announcement is heard that CODE RED is over. STUDENT ASSESSMENT/PROGRESS MONITORING Educational organizations, including the National Association for the Education of Young Children, place great emphasis on assessment of child progress. Educators must know how children are progressing and also what challenges they are encountering. Teachers have always observed children, talked with them about what they are doing, noted interesting things they said and did, recorded accomplishments and shared information with families. However, the new approach today is organizing and systematizing the information to improve services for individual children and to improve programs overall. Assessment helps with monitoring children's development and learning. It guides planning and decision making. It identifies children who might benefit from special services. Assessment aids in reporting to and communicating with others. Also, it helps educators know what areas of the program need improvement. Assessment is part of instruction. All students are progress monitored regularly. In preschool through grade two some common assessments are used at the Coombs School. For literacy, the Reading Street Assessments are used which include the baseline assessment at the beginning of the school year, unit benchmark assessments throughout the year and an end-of-the-book literacy assessment. For Math, Everyday Math assessments are in place. Along with that, DIBELS (Dynamic Indicators of Basic Early Literacy Skills —University of Oregon) is used in the fall, winter and spring. DIBELS assesses literacy fluency in areas such as letter naming, initial sounds, phoneme segmentation, nonsense words and oral reading. Teachers may also use observation checklists and anecdotal notes. Student portfolios are also maintained for all children preschool through grade two. This is an assessment portfolio which contains information of student progress. Work sampling online (in preschool), math samples, writing samples, and literacy assessments are collected which profile or give a snapshot of student progress, growth and development. 19