Mrs. College's 2013 Open House presentation

1. 
VES 2012-2013
PARENT
ORIENTATIO
N

2. 
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.

3. • 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.

4. 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)

5. 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

6. 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.)

7. 
SUPER HERO
DISCIPLINE
PLAN
Veterans Elementary School
2013-2014

8. 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! 

10. Behavior Chart

11. 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
patrols
OR
• Students can save up for larger rewards!
• Students can earn Super Status anywhere!

12. 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).

13. V e te r a n s Ele m e n ta r y Sc ho o l
Sup e r He r o Dr e s s Co d e
Stud e n ts s ha ll w e a r m o d e s t c lo thin g .
Sho r ts a n d s kir ts m us t b e n o m o r e tha n 4 ”
a b o v e the kn e e .
T a n k to p s m us t ha v e s tr a p s tha t a r e a t
le a s t tw o f in g e r w id ths .
T o p s m us t b e lo n g e n o u g h to o v e r la p the
b e lt lin e .
Ha ts o r he a d c o v e r in g s a r e n o t a llo w e d o n
c a m p us , e x c e p t f o r p r in c ip a l a p p r o v e d
a c tiv itie s .
Sup e r He r o Dr e s s Co d e
Do ’ s Do n ’ ts
T o p s : Do w ear m odest clot hing
that keeps the f ocus on lear ning!
T o p s : Don’ t w ear clothing t hat
show s y our belly , low er back, has
spaghett i st r aps, or is st r apless.
Bo tto m s : Do w ear pants secur ely
f ast ened ar ound your w aist and
that ar e no m or e t han 4” abov e the
knee.
Bo tto m s : Do n’ t w ear pant s that
ar e too tight or too sho r t !
Ha ts : Do w ear hat s f or special
act iv ities out door s or out door f ield
tr ips.
Ha ts : Do n’ t w ear hat s ev er y day
on cam pus.
Ru le o f T hu m b : If y o u a r e un s ur e , p le a s e
d o n ’ t w e a r it.
No te : A s tud e n t in v io la t io n o f the
d r e s s c o d e w ill b e r e q uir e d to c ha n g e
in to a p p r o p r ia te c lo thin g b e f o r e
r e tur n in g to c la s s . If n e c e s s a r y , the
s c ho o l w ill c o n ta c t p a r e n ts to p r o v id e
the a p p r o p r ia te c lo thin g .

14. 
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

15. 
 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.

16. 
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. : )

17. 
A- Well Above Expectations
Your 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 Expectations
Your 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.

18. 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 Expectations
Your 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

19. 
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

20. 
 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.

21. 
• 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!

22. 
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!

23. 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.

24. 
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- Communication
RED- Reading
BLUE- Math
GREEN- Science & Social Studies

25. 
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.

26. 
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.

27. District Bullying Orientation
What are we doing to Stand
Up to Bullying atVES?
27

28. Jeffrey
Johnston
“Stand Up
for All
Students
Act”
1006.147,
F.S.
28

29. 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 orimbalance of power or
strength.strength.
29
Think:Think:
P.I.C.= Purposeful, Imbalance of
Power, Continual

30. Bullying is NOT…
 Usually an isolated incident
 Unintentional
 A form of conflict with two parties of equal
status or power
30

31. Types of Bullying
 Verbal
 Social or relational
 Physical
 Cyber
31Citations  1, 5, 8, 14

32. 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.
32

33. 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.
33

34. 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.
34

35. 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

36. Bullying Affects the
Total School Climate
36
• It interferes with student
learning
• It creates a climate of fear
and disrespect
• Students may perceive lack
of control/caring

37. Lower self-esteem
Depression & anxiety
Absenteeism & reduced academic
achievement
Thoughts of suicide
Illness
© The Olweus Bullying Prevention Group, 2004© The Olweus Bullying Prevention Group, 2004
Short Term Effects of Bullying
on the Victim

38. Effects on Bystanders
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

39. 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.

40. 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

41. Our Wish List…

42. Our Wish List…
*** Bags of Jolly Ranchers – for tests and
quiet time
*** Balls/equipment for the recess field
*** Clip boards

43. 
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!