Parent Orientation

1. Parent Orientation Stuart-Hobson Middle School September 6, 2012

2. Engrade

3. Join Engrade • See Mr. LaRue in the computer lab tonight until 8pm or email him at john.larue@dc.gov to receive your child’s access code (example: stuarthobsonmiddlescho1-xxxxxxxx-xxxx). • Once you receive the access code open a web browser page to to www.engrade.com and select Join Now. • Complete the student and parent sign up and monitor your child’s progress!

4. 2012-2013 Focus Areas • Positive Relationships • Student Progress Monitoring • Effective Feedback

5. Mindsets • Fixed MindSet vs. Growth MindSet Feedback • Fixed MindSet-Students believe their intellectual ability is fixed, and students with this fixed mind­set become excessively concerned with their level of intelligence. Typically, these students will seek tasks that prove their intelligence and avoid ones that will not. • Growth MindSet-Students believe their intellectual ability is something they can develop through hard work and education. • Two Psychological Worlds- In the fixed mind­set, students do not recover well from setbacks, and when they are challenged they tend to decrease their efforts and consider cheating. By contrast, those of the growth mindset see effort as a positive thing, as it ignites their intelligence and causes it to grow. • Process or Effort Feedback-fosters motivation by telling students what they have done and what they need to do to continue to be successful. • Witness vs. Expert Witness-let your children draw the conclusions, you state the facts. This leads to self esteem.

6. Fixed v. Growth Mindset

7. Feedback That Judges Smart
Cute
Great
Fast
Best
Pretty Good
Quick
Clever
Beautiful
Lovely
Intelligent Right
Amazing
The best
Better than (another person).

8. Encouraging Words • Wow! • Look at that! • Tell me about it. • Show me more. • How did you do that? • Let‛s see what you did. • How do you feel about it? • How did you figure that out? • I see that you (be specific). • That looks like it took a lot 
of effort. • How many ways did you try it 
before it turned out the way 
you wanted it? • What do you plan to do next? • That looks like it took so 
much work. • Are you pleased with what 
you did?

9. Grow Your Mindset • “What did you struggle with today?” • “This is hard, this is fun, what should we do next?” • “You can grow your intelligence” • “You can learn. You can stretch. You can keep mastering new things.” • “I don‛t think there‛s anything better in the world than a child hearing from a parent or teacher the words, ‘You‛ll get there‛.” • “Do you label your kids? This one is the artist and that one is the scientist. Next time, remember that you‛re not helping them –even though you may be praising them.

10. Developmental Designs

11. Ten Volunteers Needed!

12. Daily NewsSeptember 6, 2012 • Greeting • Vocabulary emphasis • Sharing activity • Game

13. Building Trust • Greeting • “Hi, my name is _________.” • Use your favorite cartoon character’s voice while greeting your neighbor. • Greet your neighbors in any language – verbal or non-verbal. • Quick Share • Share one place you would love to travel • Share one concept you are struggling with in mathematics

14. What is Developmental Designs (DD)? • Middle grades application of Responsive Classroom practices • Tailored to developmental needs of middle-level students • Supports high academic achievement • Integrated social-emotional approach • Engages students in their learning and development

15. What is Developmental Designs (DD)? • Meet adolescent students' needs for autonomy, competence, relationship, and fun. • Use developmentally appropriate practices and content • Build key social-emotional skills every day: Cooperation, Communication, Assertion, Responsibility, Empathy, Engagement, and Self-control. • Rigorously respond to rule-breaking • Motivate students to achieve academically • Intervene with struggling students • Create inclusive learning communities

16. Why Developmental Designs? • Focus on sustaining positive relationships • Engage students in their learning • Teach students social skills of adulthood – Cooperation, Communication, Assertion, Responsibility, Empathy, Engagement, and Self-control.

17. Major Components at SH • 30-minute Advisory each morning including the Circle of Power and Respect (CPR) • NOTE: Advisory is NOT homeroom. • Goal Setting • Social Contract • Modeling and practicing expectations – at start of the year and at key points during the year • Pathways to Self-Control: TAB, TAB out, logical consequences

18. Redirection & Reflection • Tab-In • In the classroom environment • Can be self or teacher assigned • Mental self reflection • Student participates in deciding when he or she is ready to rejoin the rest of the class. • Tab-Out • Outside of the classroom environment • Teacher assigned • Written self reflection • Rejoining the class is based upon the completion of the written self reflection sheet

19. How Does DD Fit with PBIS? • PBIS Primary Intervention • Classroom and school-wide systems and supports for all students • Developmental Designs Practices • Community-building Advisories • Goals & Declarations • Modeling & Practicing • Social Contract • Pathways to Self-Control

20. How Does DD Fit with PBIS? • PBIS Secondary Intervention • Additional systems and supports for students with at-risk behavior • Developmental Designs Practices • Collaborative problem-solving • Re-modeling and practicing • Stop-and-Think Modeling • Individual Behavior Contracts • Social Conferences • Conflict Resolution • Take a Break in and out of the classroom

21. Want to Learn More? • Handouts available for families • http://www.originsonline.org/developmental-designs • Talk to your child’s advisory teacher about when it may be appropriate for you to visit class.

22. Achievement & Support

23. The Cluster is Changing • Free and reduced meals changed from 39.5% in 2011 to 57.7% in 2012 • This constitutes our school as being classified for Title I services.

24. We Are a Title I School: What Does That Mean? • 57.7% of our school population qualified for free and reduced meals • Our school qualifies for additional federal funding to help with professional development, parent involvement activities, and other academic programming designed to help our students succeed. • We need your help so please reach out to your child’s teachers regularly, attend or volunteer at school activities, and help guide our school policies by becoming a member of our Parent Teacher Association.

25. Home-School Communication • Robo-calls, texts, emails – regularly, from Principal Clemens • Website with calendar: www.capitolhillclusterschool.org • When concerns arise: • Address individual related to the concern directly • If not satisfied, address Assistant Principals Harris or Franklin • If not satisfied, address Principal Clemens • If not satisfied, address Instructional Superintendent, Dr. Haws

26. Office Hours • School Counselor, Ms. Washington • 8:30-10:00 am Mondays & Fridays • 8:00-10:00am Tuesdays, Wednesdays, & Thursdays • Assistant Principal, Ms. Harris • 2nd period (9:20-10:00) daily • Assistant Principal, Ms. Franklin • 3rd period (10:10-10:50) daily

27. A Year in Review…

28. A Year in Review…

29. A Year in Review…

30. Proficiency By Content Area & Grade Level

31. Target Goals for 2012-2013 70% of students will score a 80% on all assessments in every content area

32. Disciplinary Data • 156 student incidents • Incident Count • 54 students had 1 incident • 22 students had 2 incident • 39 students had 3 incident • 4 students had 4 incident • 1 students had 5 incident

33. Attendance

34. August 2012 PD Week Narrow Focus on Truancy Misses Students Needing Help 15 Absences= 90 hours of instruction Source: DC STARS, SY10-11

35. August 2012 PD Week SY2012-2013 Focus: In Seat Attendance • In-Seat Attendance (ISA)– This reflects the average number of students who are present for instruction for a period of time. This does not include students who are absent whether they are excused or unexcused. This also does not include authorized absences due to suspensions. • Student-level Categories of ISA (by number of total absences as percentage of YTD instructional days): Severely Chronic 20% or more Instructional Days Satisfactory Less than 5% Instructional days At-Risk 5-9% Instructional days Chronic 10-19% Instructional Days Perfect Fewer than 1 day total absence

36. 2012 Summer Leadership Academy Middle School Attendance: Impact on Academic Performance 45% of Severely Chronic middle school students are at a 3rd/4th grade reading level or below % of students *Data only includes students with BOY Lexile Score 5

37. August 2012 PD Week Why Attendance Matters: Chronically Absent 6th Graders Less Likely to Graduate Dropout Rates by Sixth Grade Attendance(Baltimore City Public Schools, 1990-2000 Sixth Grade Cohort) Severely Chronically Absent NotChronically Absent Chronically Absent Source: Baltimore Education Research Consortium SY 2009-2010

38. Our Attendance Goal… • Average Daily Attendance – 98% • In Seat Attendance – 95% • Truancy – 0% • Chronically Absent – 3%

39. Attendance Intervention Protocol

40. Creating a Culture of Attendance • Call home when students miss school. • Only accept valid absences. • Maintain accurate daily attendance data. • Talk with your students and parents about the impact of absences (even excessive excused absences) on achievement. • Celebrate good and improved attendancewith school-wide incentives

41. DCPS Examples of Excused and Unexcused Absences • Excused absences are when school‐aged students are absent from school with a valid excuse and parental approval. • Excused absences include: • Student illness (a doctor’s note is required if a studentis absent for more than 5 days); • Death in the student’s immediate family; • Necessity for a student to attend a judicial proceeding as a plaintiff, defendant, witness or juror; • Observance of a religious holiday; • Temporary school closings due to weather, unsafe conditions or other emergencies; • Medical reasons such as a doctor’s appointment (a doctor’s note is required); • Failure of DC to provide transportation where legally responsible; and • Emergency circumstances approved by DCPS. • Unexcused absences are when school‐aged students are absent from school without a valid excuse, with or without parental • approval. • Examples of unexcused absences include: • Babysitting • Shopping • Doing errands • Oversleeping • Cutting classes • Job hunting

42. Academics, Attendance, and Discipline They go hand and hand.

43. “Intelligence plus character – that is the true goal of education.” -United States Department of Education [USDE], 2006, Introduction section)

44. Major School-Wide Projects Science Fair National History Day This year’s theme: Turning Points in History (People, Events, Ideas) Social Studies teachers will use the month of February for NHD project development and completion Due dates and competition events by grade-level, campus, and city will be forthcoming National Competition: June 9-13, 2013 SS Department: Sandin, K. Brown, McGrath • Scientific Method-based project will be presented using technology (no tri-fold boards) • Science Fair projects due January 11, 2013 • Science Fair: January 22, 2013 • Science Fair Open House for parents: January 23, 24, & 25 • Science Department: Pena, Creef, Mitchell-Dunn will share dates at Back to School Night for parent workshops

45. Academic Progress Monitoring • Students & Parents • Teachers • Administrators • MACs (Mid-term Academic Conferences)

46. Supplemental, but Important Academic Assessments • SRI • PIAs • DC-CAS

47. House Concepts • Franklin • Harris • King

48. Ways Houses Will Be Recognized • Honor Roll (Q) • Staff Attendance (W) • Student Attendance (W) • Dress Code Compliance (W) • Discipline Referrals (W) • PIA’s (Q)

49. Other Ways to Recognize Houses • Forms & Administrivia • Hall cleanliness • Cafeteria cleanliness

50. Ms. Franklin • Surprenant • Creef • K. Brown • Blount • LaRue • Waters • Plaisted • Booker • Hill • Pearson • Dewhurst • Hawley • Andrews • Williams