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SBRC Survey for Teachers

After discussion with the UESF Elementary Committee, SFUSD has put together a Task Force to review and provide guidance on revisions to the TK-5 Standards Based Report Cards.  The Task Force has defined the purpose of the SFUSD K-5 SBRC as follows: to provide a concise and periodic tool for communication among teachers, families and students that includes comprehensible information about a child’s social emotional development, academic development and unique assets.  In an effort to make this tool useful to teachers and families while serving the above purpose, feedback from both groups is essential.  Thank you for taking the time to provide feedback on your experience with the SBRCs.
Are you a teacher who completes the SBRCs?


For which grade(s) have you completed SBRCs?

How often do you use the available rubrics to inform your completion of the SBRCs?


Approximately how long do you spend completing an SBRC for one student in its entirety?

60 + minutes 

What aspects of the SBRC do you find the most useful for communicating with families?


What aspects of the SBRC do you find the LEAST useful for communicating with families?

General Motors

What aspects of the SBRC do you think should not be changed?


What aspects of the SBRC would you like to see changed for the 2015-2016 school year?


What should be added to the SBRCs and why?


What should be omitted from the SBRCs and why?

 All learners require time and energy to approach new Suggestions and knowledge. Additionally they need to have the perfect time to verbally make sense of and articulate their learning with the community of learners who are engaged in the same practical experience and journey.
  Just after making improvements into the database, you might need to update your EF Core model to mirror those adjustments. When the database changes are easy, it might be easiest only to manually make the adjustments in your EF Core model.
  The spontaneous interventions could possibly in good shape the category of “scaffolds.” A lot of the interventions at the more planful close from the continuum in shape the class of tiering, which is explained more entirely on the subsequent web page.
  Tougher challenges can then be added towards the lesson. Even further express modeling and verbalization will probably be needed. Some students will be able to operate independently while some will require far more aid and scaffolding.
  The term ‘scaffolding’ emanates from the operates of Wooden, Bruner and Ross (1976). The term ‘scaffolding’ was created to be a metaphor to describe the sort of guidance made available from a Instructor or peer to assist learning. In the entire process of scaffolding, the Trainer allows the student learn a process or notion that the student is initially unable to grasp independently. The Instructor presents guidance with only People techniques that are past the student’s capability. Of terrific great importance is enabling the student to finish as much from the job as possible, unassisted.
  Sometimes it is possible to utilize anchor ties (also called bolt ties), these are definitely ties equipped into holes drilled inside the composition. A typical sort is a ring bolt with an growing wedge which is then tied to a node place.
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  The ideal level of scaffolding is vital — much too much would cause boredom whilst also small would result in the students to be pissed off.
  Constructed by skilled Qualified scaffolders with ample direct supervision to make sure it complies and Safe and sound with the scaffolds structure specs.
  Some students could have to have manipulatives to unravel the problems and several may involve even more “talking through” the processes. These strategies may be used independently or in modest groups.
  The mother attracts the kid’s awareness and models how to “Make” a wall or bridge by stacking them within a different way and employing a toy person or truck to climb the wall or trip over the bridge. She then watches and assists as desired until the child appropriates the talent or loses curiosity and moves on to something else. She'll try out again the next time the child is participating in with the blocks or check out One more design which she feels will be much more desirable to the child.
  Housekeeping, work platforms must be kept free of debris, scrap and access strategies must be retained apparent.
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  A lot of different facilitative tools could be used in scaffolding student learning. Among them are: breaking the job into smaller sized a lot more, manageable parts; making use of ‘Assume alouds’, or verbalizing thinking procedures when finishing a endeavor; cooperative learning, which encourages teamwork and dialogue amongst friends; concrete prompts, questioning; coaching; cue cards or modeling.
  The Scaffold instantiates our principal composition, generally regardless of what is constant across our application like our appbar or navigation, then we’ll established our overall body to the more attention-grabbing part of our app, abstracting it from runApp may even allow us to use warm reload.

Are you satisfied with the timing/ pacing of the SBRCs during the year?


if no, then “What changes in timing or pacing of the SBRCs would you like to see?”


How challenging was it to use Synergy TeacherVue to complete your SBRCs?


What feedback do you have on using Synergy TeacherVue to complete your SBRCs?


What additional comments do you have that would inform the revision of our district’s SRBCs for 2014-2015?


Would you like to participate in hands-on revision of the SBRC as a member of the Task Force? (extended hour compensation is provided)


If yes: “Please provide your email for more information.”


Any additional comments to add?

Created at 11/12/2020 3:42 AM  by  
Last modified at 11/12/2020 3:42 AM  by