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An Idea. . . That for the sake of academic excellence, greater fairness, and higher literacy, elementary and middle schools need a solid, specific, shared core curriculum in order to help children establish strong foundations of knowledge, grade by grade.
A Guide To Specific, Shared Content. . . as outlined in the Core Knowledge Sequence (a grade-by-grade guide to important knowledge) and supported in Core Knowledge resources, including the
What Your Kindergartner – Sixth Grader Needs To Know book series.
A School Reform Movement. . . taking shape in hundreds of schools where educators have committed themselves to teaching important skills and the Core Knowledge content they share within grade levels, across districts, and with other Core Knowledge schools across the country.
The Four S’s - Core Knowledge Is:
Solid
Many people say that knowledge is changing so fast that what students learn today will soon be outdated. While current events and technology are constantly changing, there is nevertheless a body of lasting knowledge that should form the core of a Preschool-Grade 8 curriculum. Such solid knowledge includes, for example, the basic principles of constitutional government, important events of world history, essential elements of mathematics and of oral and written expression, widely acknowledged masterpieces of art and music, and stories and poems passed down from generation to generation.
Sequenced
Knowledge builds on knowledge. Children learn new knowledge by building on what they already know. Only a school system that clearly defines the knowledge and skills required to participate in each successive grade can be excellent and fair for all students. For this reason, the Core Knowledge Sequence provides a clear outline of content to be learned grade by grade. This sequential building of knowledge not only helps ensure that children enter each new grade ready to learn, but also helps prevent the many repetitions and gaps that characterize much current schooling (repeated units, for example, on pioneer days or the rain forest, but little or no attention to the Bill of Rights, or adding fraction with unlike denominators.)
Specific
A typical state or district curriculum says, “Students will demonstrate knowledge of people, events, ideas, and movements that contributed to the development of the United States.” But which people and events? What ideas and movements? In contrast, the Core Knowledge Sequence is distinguished by its specificity. By clearly specifying important knowledge in language arts, history and geography, math, science, and the fine arts, the Core Knowledge Sequence presents a practical answer to the question, “What do our children need to know?”
Shared
Literacy depends on shared knowledge. To be literate means, in part, to be familiar with a broad range of knowledge taken for granted by speakers and writers. For example, when sportscasters refer to an upset victory as “David knocking off Goliath,” or when reporters refer to a “Threatened presidential veto,” they are assuming that their audience shares certain knowledge. One goal of the Core Knowledge Foundation is to provide all children, regardless of background, with the shared knowledge they need to be included in our national literate culture.
The Core Knowledge series of books, What Your First, Second, etc....Grader Needs To Know, can be purchased at most bookstores in Denver including:
Barnes and Noble
Borders
Tattered Cover
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Costco
Sam’s Club
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Additional information about the Core Knowledge Foundation can be obtained by using one of the following options:
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Write:
The Core Knowledge Foundation
2012-B Morton Drive
Charlottesville, VA 22902
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Call:
1-800-238-3233
1-804-977-0021 (FAX)
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E-Mail:
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Honesty is one of the Core Virtues we emphasize in our school community, and this includes honesty in our schoolwork. Student dishonesty on papers, tests, or other work is one of the behaviors that will result in an immediate disciplinary action and potential administrative intervention.
Plagiarism
One form of student academic dishonesty is plagiarism on written papers. This involves using someone else’s words, ideas, phrases, and/or designs without giving credit. Students are encouraged to make references to other works, but these references (including individual ideas, words, phrases, and/or designs) must be credited properly. Material from Internet sites must also be credited properly, just like any other reference source. Teachers will help students learn how to give proper credit for these other sources.
Before attending high school and college, it is important for students to learn what plagiarism is, and how to avoid it, for the consequences of plagiarism in high school and beyond can be severe. All work turned in (be it written, oral, artistic, or programmed for a computer) is to be the student’s own, except where otherwise credited. Any questions a student might have about plagiarism should be asked BEFORE a particular work is handed in for a grade.
We expect our students to be honest. Being honest includes writing our own papers, producing our own work, and giving proper credit to sources. The expectation for honesty extends to making sure that test answers are the student’s own and even that homework produced by the student be original.
Computer Ethics
Any student who intentionally, deceitfully or maliciously uses the computer for illegitimate purposes will be in violation of school rules on DCSD Internet Usage Policy. The misuse of computer privileges includes writing or using any programs or web sites that have offensive language or images.
Cheating
Cheating will not be tolerated. Students who give or receive information or otherwise cheat on quizzes, tests or work turned in for a grade, will receive an immediate discipline notice and a zero on the paper in question. In some cases, parental involvement and/or further disciplinary action will be required.
We expect each student to develop the good habit of honesty in all areas of academic life.
PCKCS follows the Douglas County School District practice of standardized testing. The Colorado State Assessment Program (CSAP) is administered to students in third through eighth grade. The subject areas assessed each spring are:
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3rd grade
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Reading, Writing, Math
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4th grade
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Reading, Writing, Math
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5th grade
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Reading, Writing, Math, Science
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6th grade
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Reading, Writing, Math
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7th grade
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Reading, Writing, Math
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8th grade
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Reading, Writing, Math, Science
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The CSAP is generally administered in all the above grades and subject areas between mid-Feb through the end of March every year. Results are released by the state in August.
Various content assessments will be administered by teachers in all subject areas. Style and timing of assessment will be determined by the teacher.
Progress Reports are the first written communication about a student’s academic performance. Their purpose is to inform the parent of the student’s progress in the first 4-6 weeks of each grading period. If parents desire an earlier communication, they are encouraged to call or e-mail the teacher at their convenience.
The academic grading scale used at PCKCS is as follows:
A =
B =
C =
D =
F = |
93 to 100
86 to 92
78 to 85
70 to 77
69 and below |
Students with an Individualized Education Plan (IEP) will be graded on a standard scale, not the above PCKCS scale.
Homework is an integral part of the education program at PCKCS. It is an extension of the classroom lessons and directly relates to class work. It reinforces skills and concepts that are taught and helps develop good study skills and habits. It also informs parents of what is being taught in the classroom. Some guidelines for the assignment of homework follow:
- Homework should be assigned with coordination between teachers and consideration of the importance of child participation in family activities and responsibilities.
- Teachers are expected to make specific assignments, evaluate and differentiate them as much as possible to the ability and maturity level of the student, and relate them to the course objectives. If a student is consistently not completing homework in the allotted time, parents should contact the student’s teacher(s). Similarly, if a student is completing homework too rapidly, parents should contact the student’s teacher.
- A PCKCS student should spend time each day studying, whether or not homework is assigned. It should be thought of as a study time. If no homework is assigned, students are encouraged to review math facts, read, practice writing, study spelling words, or read a book with parents. This approach helps students develop good study habits.
- The following guide is the minimum recommended amount of time students should spend studying each evening:
| Kindergarten: 30 minutes (including 15 minutes of reading) |
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| Grade 1: 30 minutes (including 15 minutes of reading) |
Grade 3: 30 - 45 minutes |
Grade 5: 50 - 60 minutes |
| Grade 2: 35 minutes (including 15 minutes of reading) |
Grade 4: 40 - 50 minutes |
Grades 6 - 8: 60 plus minutes |
- Make-up Work for Excused Absences
All make-up work will be assigned on the day the student returns from the absence. The student is given two days for each day absent to make up work. However, work must be submitted in a timely fashion, and teachers will indicate the due date for all make-up assignments. If previously assigned work is due the day the student was absent, it becomes due the first day the student returns to school. Make-up work is NOT allowed for unexcused absences.
- Late Work
Grades K-5 - A student is usually docked one letter grade or more when an assignment is not completed on time. This is to communicate to the parents that their child may need assistance or guidance in establishing good study skills. The child may be given an opportunity to complete the assignment and hand it in a timely manner; it is at the discretion of each teacher to accept late work for partial credit. If a student is habitually late with assignments, the teacher will schedule a conference with both the student and parent.
Grades 6-8 – It is completely up to the discretion of each teacher whether late work will be accepted and, if accepted, how it will be graded.
This department consists of a special education teacher, special educational assistant(s), a speech/language pathologist, a social worker, an occupational therapist, and a school psychologist. The ISS team provides direct or consultative services for those students who are identified with specific learning related disabilities and have an Individual Education Plan (IEP). They also help teachers with students who may have unidentified disabilities. Direct services are provided to students both in the classroom and in small groups outside of the classroom, as well as consultative services with teachers and parents.
PCKCS Tutors generally address the needs of students who either require extra help with their studies, or in some cases, tutors may also help with enrichment activities. Teachers refer students for tutoring and then meet with the tutors to discuss what assistance is needed based on assessments or classroom observations. Goals are then set for each student and a time frame is created to serve them. At the end of the time period, the student’s progress is reviewed and further plans are made. If the parent has any questions or concerns related to student progress while in tutoring, the parent should contact the classroom teacher and not the tutoring department staff.
Music, drama, enrichment opportunities, and extracurricular activities may be offered at various times throughout the school year. Please read the school newsletter and other handouts for details.
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