GKIDS

portfolio1 portfolio2 portfolio3 portfolio4 portfolio5 portfolio6

Joeta Youngblood, Principal, Hill City Elementary

Lynda Wallace, Principal, Harmony Elementary
Dr. David Wilds, Principal, Jasper Elementary
Sandy Layman, Principal, Tate Elementary
Shane Purdy, Principal, Jasper Middle
Pennie Fowler, Principal, Pickens County Middle
Dr. Sandy Greene, Director of Teaching and Learning, System Assessment Director
Dr. Lula Mae Perry, Superintendent

Join the Celebration

If you have been a part of our family as a teacher or staff member, please join us to celebrate 10 years of memories. Monday, May 23rd, 7:00-8:00pm light refreshments will be served.

Feeding Georgia's
Kids
Summer Meals

http://www.fns.usda.gov/sfsp/raise-awareness


On April 23rd, over 160 students representing Harmony Elementary, Hill City Elementary, Jasper Elementary, and Tate Elementary came together to compete in the 8th Annual Pickens County Math Bowl.

Join the Celebration

If you have been a part of our family as a teacher or staff member, please join us to celebrate 10 years of memories. Monday, May 23rd, 7:00-8:00pm light refreshments will be served.

School Bus Roadeo

Every school day our buses transport the most precious cargo – our students to and from school. The annual "Bus Roadeo" competition tests driving and safety skills. Congratulations drivers!

Cherri Howell, Transportation Director, Jackie Watkins/1st Place, Wanda Tidwell/2nd Place, Susan Burkley/3rd Place


small portfolio1 small portfolio2 small portfolio3 small portfolio4
themed object

get in touch
Pickens County School Seal
Pickens County Schools Logo

GKIDS

 

GKIDS

The primary purpose of GKIDS is to provide ongoing diagnostic information about kindergarten students’ developing skills in English Language Arts, Math, Science, Social Studies, Personal/Social Development, and Approaches to Learning. GKIDS will also provide a summary of student performance in English Language Arts and Mathematics at the end of the kindergarten school year. GKIDS should serve as one indicator of first grade readiness. GKIDS will serve both a formative and summative role in assessing kindergarten students.

  • NAEP[ http://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Assessment/Pages/NAEP.aspx ]

 

Grade 3 Writing Assessment[ http://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Assessment/Pages/Grade-3-Writing-Assessment.aspx ]

Description

The writing assessment for grade three consists of teacher evaluation of student writing using an analytic scoring system. The Grade 3 Assessment and Instructional Guide contains the scoring rubric; types of writing required by the CCGPS (narrative, informational and persuasive); good practices for the instruction of writing; sample student papers; and ways to evaluate student writing. Using representative samples of student writing, third-grade teachers are to use the analytic scoring rubrics in the Guide to determine the performance levels in each domain for each child in the classroom. Teachers collect writing samples by providing many opportunities for students to produce the various types of writing throughout the year.

Types of Writing

The Georgia Grade Three Writing Assessment covers three types of writing: narrative, informational and persuasive.

  1. Narrative
    • Relating Personal Experience-Writing assignments should direct students to recount an event grounded in their own experiences. The assignment should elicit a story with a plot and characters rather than a list.
    • Creating an Imaginative Story-Writing Assignments should direct students to produce stories that are grounded in imagination or fantasy.
  2. Informational
    • Writing Assignments may be related to all content areas specified in the Grade 3 GPS and may be produced during content area instruction.
    • Writing assignments may be related to any type of non-fiction writing whose purpose is to inform or explain a topic to a reader.
    • Students should incorporate information from resources (books, on-line sources, etc.) without copying the information verbatim.
    • Paraphrasing information and using technical vocabulary from source material is appropriate for the informational assessment sample.
      • For example, the informational samples collected for this guide on the topic of minerals may use technical vocabulary such as igneous, metamorphic, or sedimentary rocks.
  3. Persuasive
    • The writing assignment should direct students to take a position on an issue or topic that they are familiar with.
    • The assignment may occur after the class has researched the issue or read related texts.
    • The assignment may be part of a lesson on the issue in a particular content area

http://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Assessment/Pages/GKIDS.aspx

 

 

slide up button