VES 2013-2014

PARENT ORIENTATION

I earned my Bachelors Degree in Elementary Education from the University of Central Florida. Go Knights!

I am currently working toward my Masters Degree at Saint Leo University In Educational Leadership.

I hold an Elementary Education Grades K-6 certification, a Middle Grades Integrated Curriculum 5-9 certification, and I am ESOL endorsed.

This is my 12th year teaching. I have taught in Orange County, Baltimore County, and Pasco County in grades 2, 3, 4, and 5, and I was a Math Resource Teacher and Coach.

I have been at Veterans since we opened in 2008!

• I am a mommy of three! Lainey is one, Dane is three, and Cade is five and in Kindergarten here at VES!

• My husband, Jay, teaches fourth grade here at VES!

Common Core State Standards

English Language Arts & LiteracyA Sample of What Your Child Will Be Working on in 4th Grade

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

MathematicsA Sample of What Your Child Will Be Working on in 4th Grade

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 PBIS?

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 = schoolwide 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.

Specials (9:45-10:30):

Monday PE

Tuesday Art

Wednesday PE

Thursday Music

Friday Music in Motion

Lunch 12:44-1:14

It is important that your child comes to school each and every day well rested and ready to learn. Regular attendance at school is critical for your child to achieve his or her highest academic potential. Academic learning occurs all day and students who arrive late or leave early miss valuable instructional time aimed at their academic success. If your child arrives after the 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:Homework Policy states that a 4th grade teacher should only give a total of 45 minutes of homework a night in all subject areas combined. We ask that students read 30 minutes each night as a part of their homework..

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

•Math homework will be assigned each night a new lesson is taught. Do not spend more than 15-20

minutes on this! 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 Expectations 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:•Timed 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 Assessments (M, Sci, R)

Once a year:•Writing FCAT (February)

•Reading & Math FCAT (April)

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

•Science & SS Unit Tests

We will be 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 or 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.

If you would like to volunteer in the classroom, at school or on a field trip at all this year, you must be approved by the county for the 2013-2014 school year. I suggest that everyone fill out the application and be approved so that you don't have to worry about it later. It takes about 3 weeks to get approved, so it is almost impossible to apply at the last minute before a field trip if you want to chaperone. Please note that you must re-apply each year. It can be done online; contact me for the link.

If you are already an approved volunteer, please let me know or if you apply let me know when your approval comes through. I like to keep track of my parents who are already approved.

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.

Online: Like our Fantastic Fourth Facebook Page!

The planners are used school wide. They are used for parent/teacher communication as well as keeping the students organized.

Each day, please glance at the planer to check and make sure there are no new notes or behavior notes. The planner is also used to check and see what that night’s homework is.

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

BullyingWhat 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 to

cause harm.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 DifferenceStudents, 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-esteem

Depression & anxiety

Absenteeism & reduced academic achievement

Thoughts of suicide

Illness

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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

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 your 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.

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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!