Parent Academy 2012

1. Mrs. Terri Harris, 2nd grade Parent Academy 2012

2. Mrs. Terri Harris • a.k.a. Mrs. Terri • Product of Shelby County Schools • University of Montevallo • Taught K,1,2 in Shelby Co. for 22 years • Married to Todd Harris for 23/33 years • Son, Devin, 22 • Daughter, Meagan, 17 (PHS Senior) • Enjoy teaching, church, reading, cooking, eating, exercise classes

3. Purpose of Parent Academy • To reach out to and inform parents. • To strengthen lines of communication with parents. • To demonstrate teacher competence and confidence. • To promote our instructional program. • To insure continuity throughout our school. • To implement a strategy of our Parent and Community Involvement Action Plan.

4. Vision, Beliefs, and Mission • To become a model for excellence in early childhood education. • The mission of HES is to enable each child , each day, to achieve his or her greatest learning potential in a challenging, nurturing environment. • Beliefs-see handbook

5. Assessments • 80%-100% school improvement in math problem solving, reading comprehension and use of the writing process. • Let’s take a look at each, individually…

6. Math Investigations • Math (Blue Journal): Focus on problem solving, use of manipulatives, explaining one’s thinking, multiple ways to solve problems (real world, not just in math), words + numbers + pictures to explain thinking • Pacing guide-on curriculum alignment • Whole group and small group instruction • Learning stations (Fast Math & Math Workshop) • Intervention available daily

7. Reading Fluency & Comprehension • Reading Program (Red Journal) • Reading Comprehension: They need it all --- phonics, semantics, (meaning), syntax (the structure of our language). Note ARI trained. Comprehension is the reason for reading. • SCRIP (Shelby County Reading Instruction Plan) is the heart and soul of our reading program. Harcourt is our adopted reading series--it is the CORE of the SCRIP. • First 20 Days: helps establish reading routines for independence as well as strategy instruction. Literacy CAFÉ Menu (Comprehension, Accuracy, Fluency, Extended Vocabulary)

8. Reading Fluency & Comprehension • 90-minute, uninterrupted reading block (be sure children are here by 8:00; schedule appointments around it): includes whole group and small group instruction. *not the time for restroom breaks • Intervention: a separate, 30-minute block. For students below grade level in phonics, fluency, accuracy, and/or comprehension. • Literacy stations: CAFÉ (Comprehension, Accuracy, Fluency, Extended Vocabulary/Research). Stations engage learners and foster independence.

9. Reading Fluency & Comprehension • Reading Calendars (RED folder): Reverse side will include directions for recording minutes (also in the Parent Handbook on-line edition). Record minutes read each day, total and sign, return them every Monday. If there is a day off on a Monday, return the calendar on Tuesday. • Reading “STUCK?” bookmarks: These are bookmarks that will be provided for parents. They address appropriate decoding strategies. Attached to Scholastic Book Club flyers. First orders are due by September 4th. To order online, use activation #GNY6P. • Cumulative blending: Model. Encourage parents to practice this strategy with students at home. Ex. C-A-T, CA-T, CAT • Thoughtful questions help readers develop reading comprehension: View Parent Handbook under the Reading Calendar section.

10. DIBELSDynamic Indicators of Basic Early Literacy Skills • Students are tested three times each year (B,M,E). Test determines whether or not a student is a fluent reader. • Fluency doesn’t mean “read as fast as you can.” We want students to “read like they are talking” which promotes understanding of what they are reading.

11. DIBELSDynamic Indicators of Basic Early Literacy Skills DIBELS Benchmarks • Beginning 44 wpm • Middle 68 wpm • End 90 wpm • To help reach these goals, parents can listen to, read with, read to child daily.

12. Rigby Text Levels • Benchmarks for the END of each 9 weeks: • 1st 9 weeks J or higher • 2nd 9 weeks K or higher • 3rd 9 weeks L or higher • 4th 9 weeks M or higher

13. Writing • Writing process (Yellow Journals) • Steps/language that we use: • plan/pre-write, draft, revise, edit, and publish. • We write across the curriculum. • Green Science & Social Studies Journals • Red Reading Response Journals, GIST booklets • Blue Math Problem Solving Journals

14. Spelling • Conventional spelling is important and it is our goal. We understand the role of invented spelling in working towards conventional spelling. • Taught in daily phonics instruction • Embedded in Writing Workshop. • No spelling lists or tests in 2nd grade.

15. Handwriting • Zaner-Bloser: 2nd Grade • Pencil & paper position is important • Learning to write on single lined paper • Print & cursive

16. Character Education • Habits of Mind: Strategies for our School Culture Action Plan; 16 characteristics of intelligent human beings and habits that we want to foster. Refer to the Parent Handbook • Learning-to-Learn Strategies: Part of our School Culture Action Plan (Attention Control, Deep Processing, Power Thinking, and Goal Setting); explicitly taught and then meaningfully integrated throughout the year so that our boys and girls will begin to internalize them and apply them to their learning.

17. Character Education • Girls and Boys Town Social Skills: • Explicitly taught school-wide; an approach that is respectful of children and adults; help students truly learn from their misbehavior and take ownership for their actions; encourage parents to use the skills and the language at home, too. • A factor in decreased number of office referrals last year: • 2008-2009 office referrals = 241 • 2009-2010 office referrals = 220 • 2010-2011 office referrals = 108 • 2011-2012 office referrals =

18. B.U.S.Y. BeesWorking Together to Learn and Grow • Students start each day, at 7:45, by using the Bathroom, Unpacking, Sharpening 2 pencils, and getting to Your seat by 7:55. • We will have yellow field trip shirts this year. They’ll remain at school until the end of the year. I, or a parent, will wash them when necessary. Students should always wear jeans and tennis shoes when we go on trips. Shirts that students wear to school on field trip days should be weather appropriate. Sometimes, we’ll change shirts. Other times, we’ll put the FT shirt over the other.

19. Classroom Management • Responsible “Bee”havior Clipboard Tracking Sheet Classroom Economy Registers  Conduct Calendar  Parent Partners  Stores (Christmas, End of Year) • Feel free to recycle/donate toys in good condition. Send to office in sealed, labeled bag without your child’s knowledge.

20. Economy Register

21. Discipline/Behavior •  2 areas we continue to work on (1) defiance or disrespect ---children need to take “No” for an answer and (2) intentionally touching or striking someone against the will of another. • These 2 violations are related to bullying. They will not be tolerated and we need parents’ assistance to extinguish these incidents at school so that everyone feels safe and we can maximize our time on learning. • Parents are encouraged to use Boys Town language and skills at home (see HES Parent Handbook). • Developmentally appropriate practices/environment-We teach the whole child: emotionally, socially, physically and intellectually. • Classroom rules, based upon school rules, will be developed with students and included on next newsletter.

22. Rules/Procedures/Conduct Calendar • School Rules: I will… • Respect myself and others • Be responsible for my actions • Do my best each day • ¢ent$able Rewards (credits/+) ¢ent$able Fees (debits/-) See conduct calendar Helper salary 25¢ weekly Conduct calendar signed 10¢ weekly Reading calendar on time 10¢ weekly On-time attendance (seat by 8:00) 5¢ daily Exceptional classroom participation/leadership (star) 1¢ Individual compliments from a faculty member 1¢ Panther Pride 1¢ Neat personal space 1¢

23. Rules/Procedures/Conduct Calendar • Consequences available: • Verbal or Nonverbal warning/Redirection • Time out in classroom & Conference with teacher • Yellow Reflection slip/Economy debits • Time out in another classroom • Time out during recess, lunch, or special activity • Red card for conference with parent (phone or in person) • Referral to office or counselor • Conduct grade: • 0 dots=S+ 1 dot=S 2 dots=P 3+dots=N

24. Rules/Procedures/Conduct Calendar • Conduct marks • They aren’t the end of the world. • They don’t mean your child is bad; they just remind you that none of us are PERFECT! • Don’t expect me to NOT give a mark if you forget students’ homework. • Discuss with your child first, look at the yellow slip or red card, use as a teachable moment, contact me as a last resort. • Participate in Parent Partner! If students know you aren’t looking at their conduct sheet, they aren’t going to do their best; they need accountability.

25. Conduct Chart Samples

26. Attendance & Parent Communication • We need each child at school each day, all day. Note Code of Conduct and more severe consequences for unexcused absences and tardies/early check-outs. • School day is 7:55-3:00 this year. Students need time to use the bathroom, unpack everything, and get to their seats. Please have them here by 7:45. • Our Daily Schedule, Snack Pack List, Curriculum Alignment, and August Newsletter have been emailed to you. If you have not received them, check your spam folder or email me at tharris@shelbyed.k12.al.us.

27. Attendance & Parent Communication • Classroom visitations: pop-in visits are not allowed; you’re welcome to join us for lunch at 11:02. Meet us by the panther at the end of the main hallway. • Monthly Newsletters: Include passwords to place on conduct calendar. I try to provide as much information on the conduct calendar ahead of time. We communicate often via email. You get school mail daily and have access to the school’s and system’s website. It is your responsibility to be informed.

28. Homework vs. Brainwork • Homework: Read a minimum of 20 min. daily beginning in Sept. This will be monitored regularly and participation is obvious. Other projects and activities will be assigned throughout the year—keep it simple. I HONESTLY don’t like for parents to do students’ homework, not even the projects. Student work should look like student work! Homework participation does affect grades progress and grades on report card. • Brainwork: This is when I tell students they can bring something special to school to enhance our learning. In addition, it encourages them to discuss what’s happening at school with you. Brainwork participation does not affect grades on report card. There is NO consequence for non-participation. • Treasure Box: Students will earn opportunities to bring items for Show and Tell throughout the year. Items must fit inside backpack and not be made of glass. Living creatures are strictly prohibited. • Snack Pack: See schedule emailed; mark on calendar, watch for sales

29. Trade Day/Valentine’s Day • 1st Semester: Jr. Achievement; Goods & Services; What do I want to be when I grow up?; Business cards; Specialist books • 2nd Semester: The Hundred Penny Box; Trade Day Samples; Time Lines; Digital Publishing • ..\2011 Timelines\18 Gracey's life.ppt

30. Volunteers • Room Mother • Emergency Contact Person • Jr. Achievement on Thursdays beginning in mid-September • Interested??? Email me by the end of August.

31. Contact Information • Check out my blog: http://podcasts.shelbyed.k12.al.us/tharris/ • Email: tharris@shelbyed.k12.al.us • Conference time: T-Th 1:55-2:25; call school office at 682-5540

32. Donations are Appreciated • Ink cartridges • D Batteries (8 pack) • Scholastic “Wish List” books • New or recycled prize box items