VES 2012-2013

PARENT ORIENTATIO

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I earned my Bachelors Degree in Journalism from Rider University.

I earned a Masters Degree from USF in Reading.

I will complete my Masters Degree from Saint Leo University in Educational Leadership in December 2013.

I am Nationally Board Certified in Literacy.

I am certified to teach elementary 1-6 grade, K-12 in reading and I am ESOL endorsed.

• I am the mother of 2 boys: Brendan 14 and Aidan 9.

• My husband, Danny is a police officer for the Tampa Police Dept. He is also a member of the USCG Reserves in South Command, Miami.

Common Core State Standards

English Language Arts & Literacy

Describing the basic elements of stories — such as characters, events, and settings — by drawing on specific details in the text

Paying close attention to key features of informational books and articles: these include understanding the main and supporting ideas; being able to compare and contrast information; and explaining how the author uses facts, details, and evidence to support particular points

Comparing ideas, characters, events, and settings in stories and myths from different cultures

Writing summaries or opinions about topics supported with a set of well-organized facts, details, and examples

Independently conducting short research projects on different aspects of a topic using evidence from books and the Internet

Paraphrasing and responding to information presented in discussions, such as comparing and contrasting ideas and analyzing evidence that speakers use to support particular points

Reporting orally on a topic or telling a story with enough facts and details

Writing complete sentences with correct capitalization and spelling

Relating words that are common in reading to words with similar meanings (synonyms) and to their opposites (antonyms)

Common Core State Standards

Mathematics

Using whole-number arithmetic to solve word problems, including problems with remainders and problems with measurements

Adding and subtracting whole numbers quickly and accurately (numbers up to 1 million)

Multiplying and dividing multi-digit numbers in simple cases (e.g., multiplying 1,638 × 7 or 24 × 17, and dividing 6,966 by 6)

Understanding and applying equivalent fractions(e.g., recognizing that 1⁄4 is less than 3⁄8 because 2⁄8 is less than 3⁄8)

Adding, subtracting ,and multiplying fractions in simple cases (such as 2 3⁄4 − 1 1⁄4 or 3 × 5/8), and solving related word problems

Understanding simple decimals in terms of fractions (e.g., rewriting 0.62 as 62⁄100)

Measuring angles and finding unknown angles in a diagram

How can you help at home?

English Language Arts & Literacy

Urge your child to use logical arguments to defend his or her opinion. If your child wants a raise in allowance, ask him or her to research commonsense allowance systems and, based on that research, explain reasons why, supported by facts and details.

Talk about the news together. Pick one story in the news, read it together, and discuss with your child what it means.

Mathematics

Ask your child to compare numbers using phrases like “times as much.” For example, if the family cat weighs 8 lbs. and the family dog weighs 56 lbs., how many times as much does the dog weigh?

Ask your child to help you compare fractional amounts — for example, if one recipe calls for 2/3 of a cup of oil, but another recipe calls for 3⁄4 of a cup of oil, which recipe calls for more oil? (In 5th grade, your child will learn ways to determine just how much more oil.)

SUPER HERO DISCIPLINE PLAN

Veterans Elementary School2013-2014

Why Positive Behavior Interventions and Support System?

PBIS is a CONSISTENT positive behavior system that focuses on the positive actions of students rather than the negative!

Last year, VES used a PBIS behavior system and saw excellent results in student behavior with a direct correlation to student achievement.

This year, we took all suggestions and input and listened to what worked best and what was wanted most!

Behavior Chart

STAMPS and stickers• Sticker (K-1) or a stamp (2-5) on an index card

for moving up on the chart

• Students keep these stamps and stickers, no matter what!

• 10 stamps/stickers = school-wide store run by patrolsOR

• Students can save up for larger rewards!

• Students can earn Super Status anywhere!

SCHOOLWIDE REWARDS

•Patrols will run a school store in the mornings in the courtyard.

•Students can purchase tangible items or choose from a catalog of experiences (lunch with a teacher, bring in a stuffed animal for the day, etc.).

•Items will be priced in increments of ten (stamps or stickers).

Our schedule was sent home the first week and it is also kept in your child’s communication binder.

Specials (9:45-10:30):

ART: Monday MUSIC- Tues.

MUSIC in Motion- Wed. PE- Thurs & Fri

Lunch: 12:40-1:10

Regular attendance at school is critical for your child to achieve his/her highest academic potential.

Students who arrive late or leave early miss valuable instructional time aimed at their academic success.

If your child arrives after 9:40 a.m. tardy bell, you will need to park your car and come to the front office to sign your child in for the day.

If you child will be absent, you need to notify the school of the reason why your child is absent. You can call (813) 346-1488 to leave a recorded message why your child is absent from school.

Homework Policy:

4th Grade = 45 minutes of homework.

•Reading logs will in the communication binder and checked bi weekly.

•Math homework will be assigned each night a new lesson is taught. No homework the night a test was taken.

•No weekend homework. : )

A- Well Above ExpectationsYour child has demonstrated performance that is

well above expectation on concepts and skills emphasized or addressed during this reporting period. This grade recognizes excellent achievement based upon your child’s ability to independently and on a consistent basis apply critical thinking, problem solving or innovative thinking that goes above and beyond teacher’s expectations for successful performance.

B Above ExpectationsYour child has successfully demonstrated

performance on concepts and skills addressed during this reporting period. Your child has successfully learned concepts and skills and independently and on a consistent basis is able to apply them in a variety of settings.

C– Adequate Progress Your child has adequately learned concepts and skills emphasized or addressed during this reporting period and is independently and on a consistent basis continuing to perform at the expected level.

D– Below Expectation Your child is in the process of learning concepts and skills emphasized or addressed during this reporting period. Your child is making minimal progress and needs assistance to complete the tasks at the expected level.

U- Well Below ExpectationsYour child has made little or no progress in

learning concept and skills emphasized or addressed during this reporting period. Extra assistance is needed to perform assigned tasks. Your child is working well below expectations

Writing:•Times assessments (60 minutes, prompted) when a skill has

been completely taught (approx every 3 weeks)

Reading:•We will be taking 1-2 mini assessments per unit of study (4-

5 weeks) and one unit test at the end of the unit

3 times a year:•Paper Pencil Benchmark (M, Sci, R)

Once a year:•Writing FCAT (February)

•Reading & Math FCAT (April)

Other:•Pre & Post Tests (Every Math Chapter, 13 chapters)

•Science Unit Tests•Social Studies Unit Tests

Recognizing your child’s birthday through our weekly pod meetings, school-wide morning announcements, and by the school giving a small birthday token on their special day.

At the end of each month he/she will also enjoy birthday cake at a special birthday table at lunch. It is VES policy to recognize students’ birthdays in this way so that we are not interrupting instruction.

Gifts, cupcakes, cakes, and other “party” items will not be allowed.

• must be approved by the county.

• takes about 3 weeks to get approved. (Field trip on October 18)

• if you are already an approved volunteer, please let me know.

Volunteer in our Classroom!

Planners: Behaviors and some notes will be written in planners.

Email: Weekly emails will be sent to all parents. I will also email for more detailed issues or behaviors if my schedule does not allow me to call.

Newsletters: Bi-Weekly grade level newsletter will be attached to my weekly e-mail with information for all 4th graders and their families.

On-Line: Like out Fantastic Fourth Facebook Page!

I CAN statements for each subject are written as part of the morning

work.

Star stamps are on the card glued to the front of the planner.

YOUR INITIALS should be at the bottom of each day.

All your child’s folders are color coded to match a specific subject to help them and me stay organized. Here is the color system so you are aware as you look through their backpacks. BINDER- CommunicationRED- ReadingBLUE- Math GREEN- Science & Social Studies

This year your child will have independent reading time daily. We spend about 30 minutes doing this everyday.

During this time I will be doing 1 on 1, or 1 on 2 conferences with your children to have more thorough personal instruction and to assess their reading needs.

If your child is changing their dismissal, I need a note or email, or the office needs a phone call. I cannot change your child’s dismissal based on what they verbally tell me.

District Bullying Orientation

What are we doing to Stand Up to Bullying at VES?

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Jeffrey Johnston

“Stand Up for All

Students Act”

1006.147, F.S.

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Bullying is…

Aggressive behavior intended to cause harm. to cause harm. Bullying can be physical, verbal, or emotional.

Usually repeatedrepeated over time.

Often there is an imbalance of power or imbalance of power or strength.strength.

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Think: Think: P.I.C.= Purposeful,

Imbalance of Power, Continual

Bullying is NOT…

Usually an isolated incident

Unintentional

A form of conflict with two parties of equal status or power

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Types of Bullying

Verbal

Social or relational

Physical

Cyber

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Citations 1, 5, 8, 14

Cyberbullying

“The use of Internet, cell phones and related technologies to hurt:

• Spreading lies and rumors about someone by text message or over the Internet.

• Sending threatening or hurtful text messages.

• Posting online any embarrassing pictures of people without their consent.

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We CAN Make a Difference

Students, parents, and staff are encouraged to work together to prevent bullying and all forms of harassment, including sex-based harassment.

Students found to have engaged in acts of bullying, including sex-based harassment will be subject to prompt disciplinary action, including, if warranted, suspension or expulsion.  

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Our Commitment

The District School Board of Pasco County does not tolerate bullying. 

The District is committed to taking immediate action to eliminate bullying, prevent its recurrence, and reduce its effects.

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Students Who Bully Tend to:

• Have more positive attitudes toward violence than peers

• Be truant, drop out of school

• Report poorer academic achievement

• Perceive a negative climate at school

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Bullying Affects the Total School Climate

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• It interferes with student learning

• It creates a climate of fear and disrespect

• Students may perceive lack of control/caring

Lower self-esteemDepression & anxietyAbsenteeism & reduced

academic achievementThoughts of suicideIllness

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© The Olweus Bullying Prevention Group, 2004© The Olweus Bullying Prevention Group, 2004

Short Term Effects of Bullying on the Victim

Effects on Bystanders

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Bystanders may feel:

• Afraid• Powerless to change the situation• Guilty for not acting• Diminished empathy for targets over time• Pressured to participate in bullying or

harassing behavior

© The Olweus Bullying Prevention Group, 2004© The Olweus Bullying Prevention Group, 2004

S Student Code of Conduct

The District School Board of Pasco County does not tolerate sex-based harassment.  

Any student who believes he or she has been subjected to sexual harassment, sexual assault, gender-based harassment, or other sex-based harassment should immediately report the harassment to the District.  

The District is committed to taking immediate action to eliminate the harassment, prevent its recurrence, and reduce its effects.  

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How Parents Can Help?

Encourage your child to report both bullying and peer conflict to the classroom teacher. If problems persist, please contact the school counselor, Kristen Leonard, or our assistant principal, Gretchen Rudolph-Fladd.

Talk to you child:◦ Help him/her understand the difference

between peer conflict and bullying.◦ Help him/her develop strategies to deal with

conflict.◦ Discuss the role as a bystander and how to

help. 40

Our Wish List…

Our Wish List…

*** Bags of Jolly Ranchers – for tests and quiet time

*** Balls/equipment for the recess field

*** Clip boards

for taking the time to attend Open House!

I look forward to working with you and your child this year. It is going to be a

wonderful year filled with exciting learning activities!