PARENTS ARE PARTNERS - Houston ISD

3 R D , 4 T H , & 5 T H G R A D E S

PARENTS ARE PARTNERS PARENT EDUCATION MEETING

FOCUSING ON OUR CULTURE

Culture of Thinking

Focus on literacy, engaging instruction, student portfolios

Culture of Respect Modeling respect at all times and in all relationships, bullying

awareness

Culture of Open Communication Informative websites, Grade Speed updated, timely e-mail

communications, daily agendas posted, planners

A FEW GROUND RULES…

~WORKING TOGETHER…LEARNING TOGETHER~

MEETING GROUND RULES

• Speak one at a time • Listen to one another; limit speaking time to allow others to

share; respectfully disagree, when needed • Refrain from speaking about a particular teacher or other

children • Refrain from speaking about issues that affect only to your

child (those that should be addressed individually) • Establish a community of trust and respect by maintaining

confidentiality with information shared in this meeting

GETTING TO KNOW YOU & YOURS

~ICEBREAKER~

NEW & IMPROVED

~WHAT TO EXPECT TH IS YEAR~

WHAT’S NEW & IMPROVED THIS YEAR?

Visible Thinking • “Visible thinking“ generally refers to thinking that is available to the

senses, not just what you can see with your eyes. We watch, we listen, we imitate, we adapt what we find to our own styles and interests, we build from there.

• These are shapers of a classroom’s culture and consist of language, time,

environment, opportunities, routines, modeling, interactions, and expectations.

Take a look... INSERT VIDEO


Literacy by 3 • Assessments are built in throughout the year to

inform instruction. • Teachers will have at least 3 key data points to

measure students’ reading levels - beginning, middle, and end-of-year through iStation (all grades) and District benchmark assessments

• Guided reading is a small-group instructional approach to providing reading support to students at a similar reading level with challenging texts they can read with some fluency.

• Integrating writing across all content areas.


Go Math! • Digital connection with instructional videos to engage

students • Problem-solving strategies embedded throughout • Online and write-in student edition

Science Fusion

• Inquiry lessons found in every unit • STEM units and lab activities using the Engineering

Design Process – Find a problem, plan and build, test and improve, redesign, communicate

• Online and write-in student edition


Iowa Test • Norm-referenced assessment, similar to Stanford 10 • Measures student growth and progress from year to

year • Provides information to parents about individual and

collective student performance, including strengths and areas where additional emphasis is needed

• 3rd-5th sub-tests include Reading (literary and informational texts), Written Expression, Math, Science, Social Studies, Vocabulary, Word Analysis, Computation, Listening, Spelling, Capitalization, Punc.

• Testing time ranges from 20-60 minutes for a sub-test, with testing items ranging from 20-65


Fall & Spring Parent Conferences • Time for you to receive in-depth progress checks

on your child’s overall academic performance and social development

• Clarify expectations for the class/course • Discuss your child’s progress, strengths and

weaknesses • Gather highlights and announcements of

upcoming projects and/or special experiences for the class/grade level

• Receive recommendations for summer enrichment (Spring)


Fall & Spring Parent Conferences (continued)

For the most effective and efficient conference, remember these important protocol reminders: • Schedule a time for your conference by the specified deadline and via

the requested medium. • Be on time. Wait in the chair outside the door until the previous

conference ends and you are invited in by the teachers. • Review your child’s Grade Speed report the day before your

appointment. • Attend alone or with your spouse, but without younger siblings. • Prepare any questions you have before the conference and prioritize

these questions to ensure the most important ones are addressed. • End the conference at the scheduled time. • Send a follow-up e-mail, if necessary, for pending questions.

WHAT TO EXPECT FROM YOUR CHILD

~ACADEMIC~

LEARNING & DEVELOPMENT

• New year, new friends • Adjusting to a longer, more demanding school day • Increasingly more subject-matter concepts and

skills • Increased expectations for independence and

academic demands • Travel many places throughout the day • Learning day by day his/her personal capabilities

and a deeper sense of self • Put forth best learning effort throughout the day

LITERACY & NUMERACY

Our goal is to nurture literate students who exude a love for learning and are willing take academic risks in an environment that pushes them to achieve high academic expectations. From what students should know to what they should know how to do

LITERACY

We strive to support our students’ literacy development in many ways, including: • Reading from a variety of genres – books (fiction and non-fiction) poems,

informational texts, etc.

• Explaining and evaluating texts and supporting a position

• Being word conscious: increasing vocabulary knowledge through independent reading, determining the meaning of academic words using linguistic root words and affixes,

• Generating research topics by brainstorming or consulting with others, formulating open-ended questions to inform findings, presenting findings in a consistent format

• Writing in a variety of modes – narrative, expository, informative, persuasive for various audiences

• Researching a topic and presenting information in a variety of formats

NUMERACY

We strive to support our students’ literacy development in many ways, including: • Applying multiplication and division facts to solve problems • Collecting, organizing, interpreting, and reporting data from a variety of information

sources (graphs, charts, etc.) • Performing conversions between different units • Solving multi-step word problems involving addition, subtraction, multiplication, and

division and using appropriate problem solving strategies • Solving problems using changes in measurement • Using formal geometric vocabulary to identify attributes of 2D and 3D figures • Providing experiences using concrete objects represent numbers, mathematical

situations, and shapes/objects • Creating equations from a variety of problem situations • Solving application problems involving length, area, time, temperature, weight, and

volume • Collect, organize, interpret, and display data in various forms including line plots and

graphs

PARENTS AS PARTNERS

• Literacy

-Have books available for children to read at least 30 minutes daily

-Reading aloud to your child and encouraging reading from a variety of texts

-Listening to your child read and discussing the text

-Knowing your child’s Lexile Measure and providing appropriate texts from the library, internet, etc.

-Discussing current events to build world knowledge

-Playing word games

-Encouraging writing in a variety of formats, i.e., poems, letters, plays

• Numeracy -Have your child create math problems using whole numbers, fractions, or decimals

-Ask your child to find and explain a line or bar graph in found in the newspaper or magazine

-Play board games with your child that requires mental math, making choices, and or justifying a strategy

-Discuss careers that involve a deep understanding of mathematical concepts, i.e., geometry and spatial reasoning to architects and civil engineers

-Set aside time to do daily math homework and/or interact with numbers

WHAT TO EXPECT FROM YOUR CHILD

~SOCIAL & EMOTIONAL~

5 COMPETENCIES

http://www.casel.org/

SCHOOL COUNSELING

• A comprehensive program supporting ALL

students in achievement of academic,

social, and personal success. The primary

role of a school counselor is delivering

student services.

DIRECT STUDENT SERVICES

Curriculum

Second Step, MindUp, Stop Bullying Now!, Café Manners,

Peer Mediator Training, College and Career Readiness

DIRECT STUDENT SERVICES

Responsive Services

Individual counseling,

group counseling,

skills workshops, supervision

of peer mediation,

crisis response

INDIRECT STUDENT SERVICES

Referrals to community-based services for students and families

Collaboration with intervention assistance team (IAT) members

Consultation with teachers and parents regarding student performance and wellbeing

Parent dialogues and workshops

Presentations and professional development opportunities for

staff

GUIDANCE LESSON UNITS

• Skills for Learning

• Growth Mindset

• Focusing Attention

• Following Directions

• Being Assertive

•Managing Emotions

• Noticing and Accepting Feelings

• Managing Uncomfortable Emotions

• Calming down


•Empathy

• Identifying Others’ Feelings

• Showing Compassion

• Considering Perspectives

• Respecting Different Preferences


•Problem Solving

• Calming Down

• Disagreeing Respectfully

• Defining Problems Without Blame

• Exploring Consequences

• Making Responsible Decisions


BUILDING A CULTURE OF THINKING, COMMUNICATION, AND RESPECT

The guidance curriculum alignment:

Fostering a growth mindset rather than versus a fixed mindset

Encouraging students to THINK differently about challenges, the learning process, and success

Teaching the COMMUNICATION skills crucial for success in diverse settings

Providing strategies for conflict resolution and interpersonal problem-solving

Practicing specific behaviors and social skills to foster a community of RESPECT

Modeling ways to prevent and combat bullying

SUPPLEMENTAL GUIDANCE PROGRAMS AND CHARACTER ENRICHMENT

• Café Manners

• Bullying Prevention

• No Place for Hate

• Buddies

• Peer Mediation

IMPORTANT WEBSITES

http://www.houstonisd.org/domain/9917

http://secondstep.org/






FOSTERING INDEPENDENCE

~PURPOSEFUL PREPARAT ION~

WHY INDEPENDENCE IS IMPORTANT

• Developing independence promotes positive self-esteem and confidence • With the proper guidance, we foster good decision making skills in our

children when we allow them to consider options, take risks, and make mistakes

• When we give our children leeway to make decisions and try new things on their own, whether simple or complex, we are fostering a deeper sense of trust and a stronger parent-child bond

• A dependent, over protected child is highly likely to perpetuate a cycle of dependence, developing a helpless, “I can’t do it” attitude when confronted with challenging tasks

• Focus on EMPOWERMENT over ENABLING...every time you do something for your child that he/she can do for himself, you are taking away an opportunity for him to achieve success

• Ask yourself daily, “What am I doing for my child today that he can do for himself?”

HOW TO FOSTER INDEPENDENCE

• Give children responsibilities -Making their own bed -Setting the dinner table -Preparing personal belongings for school the next day -Sorting laundry and delivering dirty clothes to the laundry room -Feeding pets

• Allow your child to be involved in family decisions, where appropriate

• Listen to your child’s ideas and feelings • Encourage problem solving in frustrating or controversial

situations • Discuss viable solutions • Let them make mistakes as long as they are safe and healthy

PARENT SUPPORT & COLLABORATION

~INTENT IONAL & CONSISTENT~

SUPPORT

• Read Ram News and teachers’ websites weekly

• E-mail questions or concerns to teachers

• Read your child’s planner for daily assignments/class notes

• Attend Fall & Spring parent conferences

• Try to schedule appointments outside of the school day

• Communicate plans (bus/carpool changes) to your child and teacher in writing ahead of time

• Read, read, read, then...write about it!

• Three keys to success: sleep, nutrition, and water

COLLABORATION

• Conference with teachers during enrichment time

PALS – 8:25-9:10

Kinder –9:10-9:55 3rd – 12:40-1:25

1st – 9:55-10:40 4th – 1:25-2:10

2nd – 11:40-12:35 5th – 2:10-2:55

• Schedule conference with teachers in advance

• Review classwork/test and prepare questions

• Agree on follow-up dates, if needed

• Keep communication lines open – phone call, e-mail, meet

• For safety reasons, please refrain from discussing detailed matters with teachers in the hallway, cafeteria, playground, and in carpool. They are on duty supervising our students!

AVAILABLE RESOURCES & HIGHLIGHTS

• Even Geniuses Work Hard ASCD Educational Leadership magazine, September 2010 • The Learning Myth: Why I’ll Never Tell My Son He’s Smart Salman Khan, August 2014 https://www.khanacademy.org/about/blog/post/95208400815/the-learning-myth-why-ill-never-tell-my-son-hes • Thinking Fast and Slow Daniel Kahneman, 2011 • Bright Beginnings for Boys Debby Zambo and William Brozo, 1999 • Parents As Writing Partners ADCD Educational Leadership, 2014 • The Top 10 Colleges Students Really Want to Attend http://www.time.com/money • Social-Emotional Learning is the New Smart Committee for Children, 2014 http://www.cfchildren.org/second-step/social-emotional-learning/sel-is-the-new-smart.aspx

https://www.khanacademy.org/about/blog/post/95208400815/the-learning-myth-why-ill-never-tell-my-son-hes




















http://www.time.com/money

http://www.cfchildren.org/second-step/social-emotional-learning/sel-is-the-new-smart.aspx

















• Ashley Pringle, Counselor

[email protected]

• Ileana Cortes, Clerk

[email protected]

• Christian Winn, Assistant Principal

[email protected]

Phone:

(713) 917-3565

Website:

www. www.houstonisd.org/rogersms

T. H. ROGERS ELEMENTARY

STAFF

mailto:[email protected]



MARK YOUR CALENDAR!

Important Dates Events

Sept. 23 Parent Advisory Council (7:45AM)

Sept. 23 Progress Reports

Sept. 24 Early Dismissal (12:45)

Sept. 25 Deaf Awareness Program (9:30AM)

Sept. 26 Donuts with Dad (7:15AM)

Oct. 3 Fall Holiday (NO SCHOOL)

Oct. 13-20 Elementary Fall Conferences

A WORD FROM PTO

PTO Co-Presidents

Sadaf Ebrahim [email protected] Smitha Saraswathy [email protected]



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PARENTS ARE PARTNERS - Houston ISD