Field Study 1

Episode 3:
Focus on Gender, Needs,
Strengths, Interest,
Experiences Language, Race,
Culture, Religion,
Socioeconomic Status, Difficult
Circumstances, and Indigenous
Peoples

OBSERVE, ANALYZE, REFLECT

Activity 3.1
Observing differences among learners gender needs, strengths,
interests, and experiences; and differences among learners
linguistic, cultural, socioeconomic, religious backgrounds, and
difficult circumstances.

Resource Teacher: Caroline Polar School: BVBasicEd

Grade/ Year Level: Grade 1-3 Subject Area :Filipino Date: 09/09/21
The learners' differences and the type of interaction they bring surely affect the equality of teaching and
learning. This activity is about observing and gathering data to find out how student diversity affects
learning.

To realize the Intended Learning Outcomes, work your way through these steps:
Step 1. Observe a class in different parts of a school day. (beginning of the day, class time, recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age, gender, and social and cultural diversity.
Step 3. Describe the interaction that transpires inside and outside the classroom.
Step 4. Interview your Resource Teacher about the principles and practices that she uses in dealing with
diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners' interactions.
The observation form is provided for me to document my observations.

OBSERVE
An Observation Guide for the Learners' Characteristics

Read the following carefully before you begin to observe. Then write your observation report on
the space provided on the next page.

1. Find out the number of students. Gather data as their ages, gender, racial groups, religious,
and ethnic backgrounds.
There are 12 students in googles classroom. Their age ranges from 9-12 years old, 98% of them are
Catholic and the 2% are Christians. As I observe them, they feel comfortable to interact to their teacher as
well as to their classmates who are at their age and gender. Aside from that, I clearly saw their individual
differences in the class.

During class:
1. How much interaction is there in the classroom? Describe how the students interact with one
another and with the teacher. Are there group interact more with the teacher than others.
As I observe them, I can say that the interaction is quite good because there is learning and rapport
established in the class. The students interaction to the teacher is smooth in which they can talk comfortably
to each other and have proper way of excusing themselves when they have something to do like going to
comfort room or something.

2. Observe the learners seated at the back and the front part of the room. Do they behave and
interact differently?
Well, since it’s online there are no learners that seat at the back or even at the front part of the room
because they are in online class. As I observe them on where ever place they are on that time I can say
that they are all comfortable. The number one problem that I saw is that children gets easily bored and
sleepy maybe because they are just facing the computer, laptop, cellphone and etc. Aside from that, the
 behavior that they have is that they are all good and interact differently. They are all trying their best to
interact as the teacher tries her best to communicate and interact with them.

3. Describe the relationship among the learners. Do the learners cooperate with or compete
against each other?
I noticed that they behave almost the same. They interact actively, they raise their their hands to
answer the teachers question and when they want to share their ideas. In which it shows the unity and
oneness of the class.
4. Who among the students participate actively? Who among them ask for most help?
As I observe them, girls are more active than the boys. Most of the boys are silently watching their
teacher and they head are in the table while the girls are trying their best to listen and sit properly as what
their teacher told them to do.
5. When a student is called and cannot answer the teacher's question, do the classmate try to
help him? Or do they raise their hands, so that the teacher will called them instead?
When that happens, there are students who try to speak up for their classmates. Then sometimes the
teacher is the one who will call for the maybe because the internet is slow and the student receive the
message late.

Outside class:
1. How do the students group themselves outside class? Homogeneously, by age? by gender? by
racial or ethnic group? by their interests? Or are the students in mixed social groupings? If so,
describe the groupings.
Since it’s online class, I don’t have a chance to see and observe them but then, on their age you will
not saw the division because when it comes to playing they are more active and interact more. They are too
busy to play than to consider their differences. Aside from that, their number is too small to create a group.
Maybe, they will have a group like girls and boys or girls vs. boys.

2. Notice students who are alone and those who are not interacting. Describe their behaviour.
All of them interact well, no one is alone in their group. As the teacher practice the principle of “No
one is left behind” and “Everyone is belong.”

Interview the teacher and ask their experience about learners in difficult circumstances. Request
them to describe these circumstances and how it has affected the learners. Ask about the strategy
they use to help these learners cope.
She says “the only circumstance that is difficult is when the internet is so slow and they cannot even
see and hear each other. In which it affects a lot the learners because they will not understand the lesson and
will make them bored while waiting for the internet. That is why they are trying to communicate to the
parents and they both decide what will be their next step when that happens. Maybe, they will just send a
link of the file so that the parent and the learner can access it and continue their study with the help of their
parent.

Ask the teacher about strategies they apply to address the needs of diverse students due to the
following factors:
• Gender, including LGBT
Since, it is a Christian school and the teacher are reading the Bible and also Christian they are trying
to integrate to the students what the Bible says without letting them feel that they are different. In which they
make they student feel loved and cared for.

• Language and cultural differences

The school rule is that “Speak English only” so the teacher tries their best to talk to their student in a
way that their student will understand them while considering the rule.

•Differences in religion
 What the teacher do, is not to discriminate them by their religion instead they are trying their best to
make the student be knowledgeable about the Bible. Without making the student feel that they are wrong
and the teacher is right. Instead, teaching them in a way that they will feel the love and care of their teacher
for them.
• Socioeconomic status
Since it is a private school, there is no problem about the students status. What the teacher will do if
that happens is to always encourage and help the student in need like trying to talk to them so that they will
be motivated to continue and ask the parents or the school for a scholarship and more.

OBSERVATION REPORT

Name of the School Observed: Baptist Voice Basic Education

School Address: Citta Grande, Ibabang Iyam, Lucena City
Date of Visit: September 09, 2021

As I observe the Grade 3 class handled by Ms. Caroline Polar by the time I visit and join their class. I
noticed that they feel comfortable to interact to their classmates and peers. During their class, I can say that
the interaction is quite good because there is learning and rapport is established in the room. The teacher and
the students interaction is smooth with the help of the activities that the teacher prepare before and after the
discussion. That motivates the class to be more active and open to each other. That leads to make me see that
the relationship among the learners is good because the unity is obvious and everyone is cooperating. They
are accepting one’s ideas and thoughts; they do not quarrel on their different point of views and beliefs but
rather accept and understand one another. Most of the girls are actively participating in the class while most
of the boys are watching quietly. In which they will just speak when they think they must and are called by
their teacher. When the students cannot answer the question given by their teacher, their classmates are there
and willing to help by telling them the answer. Then there are circumstances that they teacher will call
because no one wants to answer maybe because the internet is too slow and the message comes late and they
don’t have a chance to answer the question. In which the cooperation or unity and competition of the
students in the room is balanced.

ANALYZE
1. Identify the person who plays key roles in the relationships and interactions in the classrooms.
What roles do they play? Is there somebody who appears to be the leader, a mascot/joker, an
attention seeker, a little teacher, a doubter/ pessimist?
In terms of relationship and interactions, I can see that all is in good relationship and interaction
with each other. They talk to each other, laugh, study, etc. In which there is someone that always tries her
best to tell her classmates not to make noise while their teacher is talking. When something goes wrong of
course, there is a little teacher who will manage the class and insures the interaction must be good and
favourable just like I mention above.

What makes the learners assume these roles? What factors affect their behavior?
What I can see is that she seems to see the need. The need of helping her teacher to manage the class.

2. Is there anyone you observed who left out? Are students who appear" different?" Why do they
appear different? Are they accepted or rejected by the others? How is this shown?
 There is no student that feels different because their teacher taught them all that they must love,
respect and consider each other equally.

What does the teacher do to address issues like this?

If that happens, I think the teacher must focus on that student as well as informing the parents what
was happening with him/her.

3. How does the teacher influence the class interaction considering the individual differences of
the students?
The teacher can influence the class interaction by considering the individual differences of the
students. In this way, the students will acknowledged that they have individual differences in the classroom.
Everyone can accept and understand each other and through this, they will interact more because interacting
with each other can help them know more about their classmates. Making them understand that it is natural
that we have individual differences because we came from different social and cultural backgrounds.

4. What strategies does the teacher use to maximize the benefits of diversity in the classroom?
How does the teacher leverage diversity?
By giving an activity that doesn’t discriminate the students instead an activity to encourage the
student to join and will have feeling of belongingness.

REFLECT

1. How did you feel being in the classroom? Did you feel a sense of oneness or unity among the
learners and between the teachers and the learner?
While sitting in one corner, facing and watching them. I do feel the sense of oneness in which it
makes me think that “what if I was that teacher? Can I also make my students unite as one? Am I going to
be an effective teacher?” That also makes me pray that “God if being a teacher is your will for me, please
make me an effective teacher that would make my learners feel loved, respected and belong.”

Activity 3.2
Observing differences among learners with
disabilities, giftedness, and talents

Resource Teacher: Caroline Polar School: BVBasicEd

Grade/ Year Level: Grade 1-3 Subject Area :Filipino Date: 09/09/21

To realize the Intended Learning Outcomes, work your way through these steps.
1. Observe at least two of these classes.
 a. SPED class with learners with intellectual disabilities
b. SPED class with learners with physical disabilities
c. SPED class for the gifted and talented
d. a regular class with inclusion of learners with disabilities
2. Note the needs of the learners that the teacher should address.
3. Interview the teachers to find out more about the learners.
4. Write your observation report
5. Analyze your observation data
6. Reflect on your experience.

OBSERVE

Use the observation guide provided for you to document your observations.

An Observation Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe. Then write your observation report on
the space provided.
1. Observe the class to see the differences in abilities of the learners.
2. Try to identify the students who seem to be performing well and those that seem to be
behind.
3. Validate your observation by asking the teacher about the background and needs of the
learners.
4. Observe the behavior of both regular students and those with special needs. Note their
dispositions, pace in accomplishing task, interaction with teacher, and interaction with others.
5. Observe the teacher’s method in addressing the individual learning needs of the
students in his/her class.

OBSERVATION REPORT
Name of the School Observed: Baptist Voice Basic Education
School Address: Citta Grande, Ibabang Iyam, Lucena City
Date of Visit: September 09, 2021

As I observed the Grade 3 class handled by Ms. Caroline Polar, I saw that every individual have
different abilities. There’s a student who are excited to listen with their teacher. Then there are students who
are only participating when they must and really need to participate and some are busy in coloring, drawing
and writing. While observing, I noticed that there are students who are actively participating and very
attentive. They are always ready to answer or join the activity that the teacher prepared for them.
According to Ms. Polar, the student named Matt Vincent Pantua, is the most intelligent in her class
while the one who needs special attention is Liam Gabrial Venzuela. In which Ms. Carol mentioned that
Matt is always very good in his assignments, paces and activities that she requires them to do. While, Liam
must have special attention because he is a late bloomer in which he is somewhat have intellectual disability.
Everytime that Ms. Carol will talk to Liam she is so gentle and too caring to catch his attention. In which she
is always willing to wait for Liam to finish the work or activity.
ANALYZE
1. Did your observation match the information given by the teacher?
No, because as I observe the girl named Carmen is the one who actively participating in her class that
time. Then I didn’t figure out who needs special attention. Maybe because most of the boys are just
watching and listening.
2. Describe the differences in ability levels of the students in the class? What practices or
strategies are done or should be done to differentiate instruction to meet the needs of the
learners.
Matt is smart and can do the task that you gave to him on his own but Liam needs someone
that would always assist him and tells him what to do. A simple instruction can be followed by
Matt while the instruction to Liam needs to be repeated.

3. Describe the methods used by the teacher in handling the students’ differences in abilities. How
did the students respond to the teacher? Did the teacher use differentiated instruction? If yes,
describe how.
Ms. Carol’s approach to Liam is too sweet and caring. Then Matt and his classmates thinks
that its too awkward and weird to talk to them like that.

REFLECT

1. Recall the time when you were in elementary or high school. Recall the high and low achievers
in your class. How did your teacher deal with differences in abilities? Was your teacher effective?
As far as I can remember there are lots of low achievers in our class but our teacher are not
that good to see it. That is why she never make an effort or strategies to help those low
achievers. In which she is always proud and happy every time those high achievers answer her
questions correctly.

2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
I think I must be more patient in everything especially in teaching my students. That I also learn to
communicate and know what are their needs that must be fulfilled. If it is God’s will that I will teach the
next generation, I will not forget this desire of letting the students understand all of the lessons. It is not
enough if only some of them can fully understand it. It must be the class as a whole because all of them
deserve an equal right and treatments.

OBSERVE, ANALYZE, REFLECT

Activity 3.3
Observing the school experiences of learners
who belong to indigenous groups

To realize the Intended Learning Outcomes, work your way through these steps.
1. Ensure that you have reviewed the no.3 Focused on Indigenous People in the Learning
essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested school:
a. Ujah School of Living Traditions, Hungduan, Ifugao
 b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San Jose
Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turun-an Schools of Living Traditions, Brgy Garangan and Brgy. Agcalaga,
Calinog, Iloilo
h. T’boli School of Living Traditions, Lake Sebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community School, Dawangan, Malaybalay, Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City

OBSERVE
Use the observation guide provided for you to document your observations.

An Observation Guide for Indigenous People Education

Read the following carefully before you begin to observe. Then write your observation report on
the space provided.
If you are watching videos you searched, instead of actually visiting a school, have these
questions in mind as you are watching the videos. You can try to get in touch with the creator of
the videos and interview them too.
1. Before you observe, read about specific IP group in the school you will visit. Know their
norms and customary greetings. This will help you blend in the school community and interact
with respect.
2. Observe and note the different parts or areas of the school environment. How are
learning spaces arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching activities
they have and the teaching strategies that the teacher uses.
5. Observe how the teaching-learning process happen. Describe the learning activities they
have and the teaching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners, among
the teachers, and in the school in general.
7. What instructional materials and learning resources are they using?
8. Interview the teacher or principal about the curriculum. Find out the curriculum goals.
You can use the questions found on the Analysis part of this activity.

Write your observation report here.

OBSERVATION REPORT

Name of the School Observed: Luyungan Indigenous People Highschool

School Address: General Nakar, Quezon Nasuli, Malay Balay City, Bukidnon
Date of Visit: 09/11/21
 As I observed, The school has many needs that must be given attention for each of the
learners that is there to learn. In which even their school facilities is too small for their number.
The learners are just sharing the space that can let them study and explore to learn new things
and knowledge. The classroom discussion and classes that they have is just the same to what we
have here in Lucena. In which the teacher and the students have an interaction. Then teacher
prepares an activity that will motivate the learners to listen and join the class before and after the
class. So that they can start and end the class happily with the new knowledge that they’ve
learned. As far as I know, the school principal of the school is Mr.Edzel James R. Quemado
together with his caring and loving staff that has a heart to teach and transform the lives of many
learners. Then, they have this activity that will teach the student to dance and through that dance
they will understand the importance of their culture, practices and beliefs. One of the teaching
strategies that they have is motivating and encouraging their learners to continue the race that
they have because their destination will change their lives as what they have now. I think that is
why many students from them are competitive and are willing to continue. In which that’s the
best strategy that the teachers can use because students nowadays stop valuing education. They
think what important is money and this will help them to survive. Aside from that, the interaction
that the teacher and the students have is good. In which they can both share the ideas that they
have. With the help of some instruments they can finish the lesson and the class. In which all of
the teachers are focusing on the learners learning.

OBSERVATION REPORT

ANALYZE
 Curriculum Design, Competencies,
and Content
1. Does the school foster a sense of
belonging to one’s ancestral domain, a
deep understanding of the community’s
beliefs and practices. Cite examples
2. Does the school show respect of the
community’s expression of spirituality?
How?
3. Does the school foster in indigenous
learners a deep appreciation of their
identity? How?
4. Does the curriculum teach skills and
competencies in the indigenous learners
that will help them develop and protect
their ancestral domain and culture?
5. Does the curriculum link new concepts
and competencies to the life experience of
the community.
6. Do the teaching strategies help
strengthen, enrich, and complement the
community’s indigenous teaching-process?
7. Does the curriculum maximize the use
of the ancestral domain and activities of
the community as relevant settings for
learning in combination with classroom-
based sessions?
8. Is cultural sensitivity to uphold culture,
beliefs and practices, observed and applied
in the development and use of
instructional materials and learning
resources? How?
9. Do assessment practices consider
community values and culture? How?
10. Do assessment processes include Yes, they are trying their best to include it
application of higher order thinking skills?
What do you think can still be done to promote and uphold the indigenous people’s knowledge
systems and practices and rights in schools?
The administrators, teacher and parents must continue to do their best and integrate to their learners
the knowledge that they have learned and understand. That they must always motivate, encourage, and
preserve it.
Answer each question based on your
observation and interview data
As I observed, I do feel the sense of
belongingness and a will make you
understand their community and beliefs
that they have. Like for example: The
Dance that they have and are being taught
to their learners. You will really feel to that
dance that you belong when you join them
to dance.
Yes, it show and you can clearly see it to
the dance that they have. In which its too
important to them when you dance and
respect it because for them you also
respect.
Yes, they are teaching and integrating to
the learners what is their culture and the
others that they must respect and
understand that we are all different.
Yes, that until now the culture that they
have are preserved by their teachers and
parents.
Yes, they are trying to open the minds of
the learners not only to their own culture.
Yes, as what they want for the learners to
be good so they are trying their best to
strengthen and enrich it.
Yes, because they also don’t stop to let
the student explore so that they can know
the answers of the why’s and how’s that
they have.
Yes, they are somewhat trying to uphold
the culture, beliefs and practices that they
have in a way like preparing an activity
that the students will learn from it.
Yes, they are too considerate. Like for
example: Q&A about community values
and culture.
even if it’s hard to do.
REFLECT
Reflect based on your actual visit or videos that you watched.
1. What new things did you learn about indigenous people?
That their culture is too important for them and they are respecting it.
2. What did you appreciate most from your experience in visiting the school with indigenous
learners? Why?
The part that they are appreciative. On how they smile and be happy enough even in a simple activity
that you will conduct.
3. For indigenous learners, as a future teacher, I promise these three things:
3.1 Be open to and respect indigenous people by seeing them just like me. That they are human
too and is also needs a teacher to teach them everything that they must learn.
3.2 Uphold and celebrate their culture, beliefs and practices by respecting it in a way that they
will saw in you how you appreciate and respect it.
3.3 Advocate for indigenous people education by promoting it and trying to help the learners
even in a simple way like motivating and encouraging them to continue.

SHOW Your Learning Artifacts

With the principle of individual differences in mind, what methods and strategies will you
remember in the future to ensure that you will be able to meet the needs of both the high and
low achievers in you class? Make a collection of strategies on how to address the students’
different ability levels.
That I will prepare a set of two different standard for the high and low achievers in the class. In
which as a teacher I must be observant and learn to appreciate them as who they are. Aside from that, be a
motivator that would make the student feel loved and respected as who they are.

LINK Theory to Practice

Direction: Read the items given below and encircle the correct answer

1. Which statement on student diversity is CORRECT/

A. The teacher must do his/her best to reduce student diversity in class
B. The less the diversity of students in class, the better for the teacher and students.
C. The teacher should accept and value diversity.
D. Student diversity is purely due to students’ varied cultures.

2. Which student thinking/behavior indicates that he/she values diversity?

A. He/she regards his culture as superior to other’s cultures
B. He/she regards his culture as inferior to other’s cultures.
C. He/ she accepts the fact that people are unique in their own way.
D. He/she emphasizes the differences among people and disregards their commonalities.

3. What is a teaching-learning implication of student diversity?

A. Compare students.
B. Make use of a variety of teaching and assessment methods and activities.
C. Do homogeneous grouping for group activities.
D. Develop different standards for different student groups.

4. All are features of the Indigenous People Education Curriculum, EXCEPT_____________.

A. Affirms and strengthen indigenous cultural identity
B. Makes education exclusive to the indigenous culture
C. Revitalizes, regenerates and enriches IKSPS and indigenous languages
D. Anchors the learning context on the ancestral domain, the community’s world view, and its
indigenous cultural institutions.
5. All are best practices in using learning resources for indigenous learners, EXCEPT__________.
A. Culturally generated learning resources only include indigenous group’s artifacts, stories, dances,
song and musical instruments.
B. The language used in instructional material, especially in primary years, which highlight mother
tongue, is consulted with the indigenous community.
C. Cultural sensitivity and protocols are observed in development and use of instructional materials
D. The indigenous community’s property rights are upheld in publishing learning resources.

6. All are best practices for assessment in the Indigenous Peoples Education Framework, EXCEPT,
A. Including the practice of competencies in actual community and family situations
B. Applying higher-order thinking skills and integrative understanding across subject areas
C. Using international context in the assessment standards and content faithfully without
modification
D. Including community-generated assessment processes that are part of indigenous learning system

7. Read the following comments by the teacher. Which of these comments will most likely make a
child try harder, rather than give up?
A. Sinuwerte ka ngayon ditto sa test, ha?
B. Hindi ka talga magaling ditto sa paksang ito, no?
C. Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa paksang ito para lubos
mong maunawaan ito.
D. Nahihirapan ka sa paksang ito. Maari kitang tulungan

8. Which of the following demonstrates differentiated instruction?

A. The teacher groups the learners by their ability level and makes the groups work with the same
topic but assigns a different task appropriate for each group to accomplish.
B. The teacher divides the class into three heterogeneous groups and assigns the same activity for
each group to work on.
C. The teacher groups the learners by their ability level and assigns different content topics for the
groups to work on.
D. The teacher groups the learners by ability levels and assigns each group a different task on the
same topic, and then requests three different teachers, each to assess one of the groups

9. Which teaching practice gives primary consideration to individual differences?

A. Allowing children to show that they learned the stages of mitosis in way where they feel most
comfortable.
B. Allowing children to show that they learned the stages of mitosis in a way where they feel most
comfortable except by lecturing.
C. Preparing two different sets of examination, one for the fast learners and another for the slow
learners.
D. Applying two sets of different standards.

EVALUATE Performance Task

Name of FS Students: Kimberly Barandino Date Submitted: 09/06/21
Year and Section: 4th Year Course: BACEd
Learning Excellent 4 Very Satisfactory 3 Satisfactory 2 Needs
Episode Improvement 1
Accomplished All observation One (1) to two (2) Three (3) Four (4)
Observation questions/tasks observation observation observation
sheet completely questions/tasks not questions/tasks not questions/tasks not
answered/ answered/ answered/ answered/
accomplished. accomplished. accomplished. accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered answered answered observation
completely; completely; answers completely; questions were not
answers are with are clearly connected answers are not answered; answers
depth and are to theories; grammar clearly connected not connected to
thoroughly and spelling are free to theories; one (1) theories; more than
grounded on from error. to three (3) one four (4)
theories; grammar grammatical grammatical/
and spelling are spelling error. spelling errors.
free from error.

Reflection Profound and clear; Clear but lacks Not so clear and Unclear and
supported by what depth; supported by shallow; somewhat shallow; rarely
were observed and what were observed supported by what supported by what
analyzed and analyzed were observed and were observed and
analyzed analyzed

Learning Portfolio is Portfolio is reflected Portfolio is not Portfolio is not

Artifacts reflected on in the on in the context of reflected on in the reflected on in the
context of the the learning context of the context of the
learning outcomes; outcomes; Complete, learning outcomes; learning outcomes;
Complete, well- well-organized. Very Complete, not not complete, not
organized. Highly relevant to the organized. relevant organized. Not
relevant to the learning outcome to the learning relevant
learning outcome outcome

Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline deadline after the deadline days or more after
the deadline
Over-all Score Rating:
(Based on
Transmutation

COMMENT/S
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 755 72 71- below
________________________________________ ______________
Signature of FS Teacher above Printed Name Date