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5th Grade Parent Orientation

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Jason Brunaugh

on 21 May 2018

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Transcript of 5th Grade Parent Orientation

Procedures
School Related
Information

Research

1: Pen-pal Experience (Mentor and Partnership)

2: Principal Visits to East and Grafton Elementary

3: Students tour Illini Middle School

4: Parent Orientation - To inform and reduce any anxiety that you may have

5: Meet the Teacher and Supply Night (Monday, August 27 at 6:00pm)

6. Read and Review the school handbook which is located on our website.


Content
- Historical Fiction study - provide a selection of books that reflect a variety of reading levels and match students with an appropriate book or group books and let students choose from the collection-(Preassess students’ skills & knowledge, Provide choices about topics to explore in greater depth, Provide students with basic & advanced resources that match their current level of understanding)
Procedures
Faculty and Staff

Welcome to Illini

Dr. Jason Brunaugh - Principal
jason.brunaugh@jersey100.org
Mr. Dan Diamond - Dean of Students
daniel.diamond@jersey100.org

Please visit
illini.jersey100.org

for more information

Parents
Tips for Success
School Dismissal
Laptop Deployment - Parent Training
General Information:
Technology Fee is $50. Students must have paid the fee before a chromebook is issued. The chromebook is the property of JCUSD #100 and is leased to the student for that school year.

Students/Family may choose not to lease a chromebook and instead participate in BYOD (Bring Your Own Device). BYOD devices include a laptop, chromebook, or tablet that meet the criteria for acceptable use for our curriculum. Please contact the school regarding any questions.

Students and parents will need to sign a “Required Use Policy” that covers appropriate use of technology and internet use.

Backpack: Students must have an appropriately sized backpack that is padded before they will be issued a chromebook. We have some used backpacks available for purchase that meet these criteria.

Damage: Students/Parents are responsible for any damage to their chromebook and charger. Chargers are not covered under insurance and the replacement cost is $20. If the damage to the chromebook is purposeful and significant, they will be charged the full replacement cost.

Insurance: The technology fee includes the cost of insurance that covers minor damage to the chromebook. There is a copay associated with the insurance. The first repair fee is $10, the second repair will be $25 and the third repair will cost $50.



Student Care of Chromebook: (The following list is not all-inclusive.)

The chromebook should be transported at all times in a padded backpack. Students are not to carry their chromebook with their screen open or carry it around a room.

To prevent damage, the backpack should not be dropped or thrown.
Backpacks should be stored in a secure location and not be left unattended. If a student loses their backpack with their chromebook in it, they will be charged the full replacement cost.

No food or drinks should be consumed around the chromebook. Food crumbs or liquid will damage the screen and keyboard.

Chromebooks should be charged nightly to ensure they are ready for school use the next day.

The chromebook charger should not be twisted,pulled, or left in a position where it can split or tear.

Students should never allow another person to use their chromebook.

Chromebooks, backpacks, and chargers should not be left around pets or other family members that may damage the machine.

Students should not pull off any keys or parts of the casing.

Any malfunction or damage should immediately be reported the Technology Help Desk at school. Students or families should never try to repair any damage to the chromebook. Insurance is voided when this occurs.


Student Misuse of Chromebook:

Students may have their chromebook confiscated if they do not follow the Required Use Policy or through misuse, either in an egregious manner or through consistent misuse. (The following criteria is not all-inclusive and the determination to confiscate a chromebook will rest solely with the JCMS Administration.)

Not using the chromebook for educational purposes: playing online games, watching videos, downloading music, etc.

Viewing or sending inappropriate material, including: sexually explicit photos or material, violent images, hateful or suspicious emails, using it for online bullying activity, or downloading or viewing drug related material.

Attempting to bypass the district network to view filtered material.



By signing, I agree to the terms of the District Chromebook Policy and understand that I am responsible for damage or misuse of the chromebook and charger:

___________________________________________ _______________
Student Name Date

___________________________________________
Parent/Guardian Signature



In this first article on what interventions would work that are backed by evidence based research we are looking at elementary school kids and what will work when it comes to helping students read better, and have success when it comes to moving up in grades. This article is set p going step by step through the different tiers of the RTI, and while doing so the writer gives examples of some strategies that will work for the students like reading a passage multiple times or a sentence. Another one that works is listening to the sentence or passage for younger elementary students.
Also what this article does is help teachers have a sense of what type of interventions should be used at each tier level. The reason it changes is because when you start tier 1 this tier is all inclusive. Every student should benefit from this tier level, and as you move through the tiers it becomes more individualized. So for tier one we have read a passage multiple times or listen to a passage before students try to read. But when we get down to tier 3 a lot less students are being targeted.
This article is all about students and becoming more literate. What the writer is doing is giving some information on what can work, and how it works for teachers. The writer provides information and research that backs up the article. Also the writer provides information on where someone can go to get even more information about helping students in learning vocabulary and literacy.

Jones, R. E., Yssel, N., & Grant, C. (2012). Reading instruction in tier 1: Bridging the gaps by nesting evidence-based interventions within differentiated instruction. Psychology In The Schools, 49(3), 210-218. doi:10.1002/pits.21591


This article pertains to co-teaching and how it is a highly effective way for students with disabilities to sit in a general education class and learn with their peers. The article starts explaining what RTI is and then moves down into the co-teaching. When starting the co-teaching information it brings some concerns up that schools and districts should be aware of. The first is if the teachers don’t work together and they are just thrown into a room together that does no good. Teacher have to collaborate on everything for the co-teaching to benefit the students.
As you progress further in the article it goes into explaining what co-teaching brings to the classroom. General education teachers don’t have as much training as special education teachers do with teaching to multiple disabilities. So having a special education teacher teamed with general education teacher gives that general education teacher someone to get strategies that work. And as students move up in the tiers the special education teacher helps out in co-teaching by giving those student the more intensive instruction without the general education having to stop with the other students in the class.
Co-teaching is successful when implemented correctly. Teachers have to be able to work together for the good of the students. In co-teaching classrooms one teacher is not over the other. They are supposed to work together. This article is informative for soon to be co-teachers to read. It will give them information that I feel is needed to make a co-teaching classroom more inclusive and every student learns in a fun environment that meets all their needs.

Murawski, W. W., & Hughes, C. E. (2009). Response to Intervention, Collaboration, and Co-Teaching: A Logical Combination for Successful Systemic Change. Preventing School Failure, 53(4), 267-277.


In this article the subject was again language. The article itself wasn’t all about an effective teaching strategy it was about teachers making a good decision on what strategy should be used. But at the bottom of the article the writer talks about a reading teacher that was using a couple of strategies to help her students read a book. The first thing she did was put them in smaller groups. And in one group their was English learners. These students where having a difficult time connecting with the book. So what did the teacher do? The teachers used the strategy that while you read try to apply what is happening in the book to something in the students life experiences. This strategy is a great one for all students, and especially great for the English learners.
Also earlier in the week the teacher did an exercise of think aloud while trying to get the kids to connect the story to their lives. This is another good strategy for a teacher because it allows the students to talk about themselves first of all to the teacher and peers. Also when asking open-ended questions encourages students to discuss things out about the story that they might have liked or even disliked if they choose too.
I liked this article as a whole it was informative, and when I got down to near the bottom with the example of the teacher and her kids I laughed at the little girls response to one of the questions. This article shows a couple of strategies that any teacher teaching any subject can use. By getting students to connect with the information by using their personal experiences will help them to store the information and be able to recall it later.

Watts-Taffe, S., Laster, B., Broach, L., Marinak, B., McDonald Connor, C., & Walker-Dalhouse, D. (2012). Differentiated Instruction: Making Informed Teacher Decisions. Reading Teacher, 66(4), 303-314. doi:10.1002/TRTR.01126


Morning Drop Off
Drop Off & Pick Up Maps
Communication
DEMOGRAPHICS
All students in 6th and 7th grades have a STEM class.

This class provides opportunities for our 21st Century learners and establishes a learning environment in which students are guided to produce original ideas, objects, and structures according to certain specifications using concepts and skills from math, science, and technology.
To provide a welcoming atmosphere for students and families

To create an atmosphere that minimizes anxiety, promotes positive attitudes, and stimulates an excitement for learning

OBJECTIVES
If you have not completed the Mandatory Parent Training for Laptop Deployment, you will need to remain at the conclusion of our orientation for a short presentation. You will need to sign the completion form.

Also, please pass around or sign the attendance sheet.
S.T.E.M. Class
Science, Technology, Engineering, & Mathematics
Academic Support
Enrichment built into the day
Co-Taught Classrooms
Panther Time (Study Hall)

Activities or Clubs
Panther Pride Club
Project Unify
Panther Pal Champions
Blue Crew
Girls on the Run
Panther Running Team

Field Trips / Events
Water Festival
Cahokia Mounds
In-town walking field trips
Local school partnerships


Strategies for Success
Instructional Strategies
Examples of Strategies
Process
- Culture study – students compare & contrast two versions of Cinderella from different cultures. Students can draw pictures of similarities and differences (visual learners), discuss and prepare an oral presentation (auditory learners) or create 30 seconds reenactments representing similarities & differences (kinesthetic learners). At the end of the time, all groups share their ideas.Note: The content is the same, the same learning objective is achieved but the way that students are able to learn or process the information is different. (Add greater complexity to tasks, Engaging students in creative & critical thinking, Increase the ways in which you ask them to learn)
Product
- Power Unit: Students may plan a debate or speech, present a multimedia presentation, write a report or perform a role play depicting specific events to demonstrate their understanding-(May be tangible: report, brochure or model, May be verbal: dialogue, speech or debate, May involve action: skit, mock trial or dance)
Intervention Studies
Pictorial
Differentiated Instruction: Making Informed Teacher Decisions
Reading Teacher. Dc 2012, Vol. 66 Issue 4, p303-314. 12p. 4 charts
The part of the article that I focused on was the using flexible grouping in a primary-grade classroom to see if differentiating the instruction would work. Ms. Cooper had a group of four first-grade students, including two of which are ELL. These students typically struggled to read simple beginning text so, Ms. Cooper placed these students in a group together. She put these students together so they could receive specific comprehension instruction. Ms.Cooper was teaching the class to engage in a text by recalling their own experiences in relation to the characters and events of the story. This strategy would especially be helpful to her ELL students.In doing small group instruction, Ms. Cooper feels that she was able to create differentiated learning centers that allowed students to work independently as well collaboration amongst the students of the small groups. Ms. Cooper feels that this type of differentiated instruction was most successful because she was able to learn more about her students readiness levels as well.
Differentiated Reading Instruction: What and How
Reading Horizons: January/February 2008, Vol. 48 Issue 2, p133-146, 14p
The next article talks about how that by just differential pacing of the same material or lessons does not work. In order for differentiated instruction to work, the materials must be used in small group settings. The groups are matched according to interest and the student’s instructional level as well. True differentiated lessons means that the lesson focus will be different for each group. The teacher bases the decisions about the lesson length and frequency based on the needs of the group. This is the way the teacher feels that the students succeed best
Differentiated Instruction: Can it Work?
Education Digest. Jan 2000, Vol. 65 Issue 5, p25. 7p
This article talks about how Differentiated Instruction is not a strategy, but a total way of thinking about learners, teaching, and learning.
It is, in essence, growth toward professional expertise. Differentiated Instruction is meant
to foster development and success from the
students. The article goes on to say that if
teachers have the correct coaching and
training in differentiated instruction it is
definitely successful.
Specifically Designed Instruction & DI
Pictorial
Specifically Designed Instruction
VS.
RTI
All Bus Riders will get dropped off at our main entrance.
All Car Riders will get dropped off in the back of the building (Liberty Street)
All students will go to the cafeteria first and later to the large gym. All 5th grade students will sit on the West Side and may be allowed to play basketball in the morning.
School Map
Laptops and Backpacks
Tips for Success
Course Offerings
Discipline
Programming
Documents for this evening
Attendance
Regular Attendance and Punctuality are key elements of academic success.

Please call in the morning if your child is sick (just like you currently do)

After 10 absences - all absences are considered unexcused unless we receive a doctors excuse.

Enrichment
Mathematics
Social Studies
Science
Literature
Band (Instrument Rental Night)
Chorus
Panther Time
Recess
STEM during 6th and 7th grade
At 2:55, Car Riders will be dismissed for pick up in front of the main office.

At 3:05, all Bus Riders will wait in the cafeteria for their bus to arrive. At this time, any student that has not been picked up will move to the rear pick up area off of Liberty Street.

Students that will ride a bike or walk home will be dismissed at the NW doors and exit through the teacher parking lot.
Check our school Aptegy, district Aptegy, and Skyward on a regular basis to view attendance, special notes, grades, activities, and assignments.

Communicate with teachers via phone (618.498.5527) or email (Staff Directory)

Encourage your child to be as involved as possible (Panther Pride Club, Blue Crew)
Additional Information
Cafeteria Prices: Breakfast is $1.00 and Lunch is $2.50

Eligible Students may qualify for meals at a free or reduced cost.

Students will use the same personalized PIN. They have been using this number for the past three years.

Menus are available on our website.

All students who have paid the technology fee of $50 will receive a Chromebook. Insurance is included.

Our plan is deploy on the third day of school.

All students will go through a special training and sign a responsible use policy.

Bring your own device is available for a $25 fee.
Discipline
We will call home
Offense and Action Summary
"Illini is very similar to East and Grafton"
Technology
Getting Lost
Opportunities
Lunch
Recess
Start Times
CALL US
Full transcript