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  • The Jeffrey Johnston “Stand Up for All Students Act” is Florida’s anti-bullying law.
  • Bullying can be physical, verbal, or emotional. Bullying is intentional. Bullying is repeated over time, as part of a pattern of behavior. There is a power imbalance. It can be helpful to remember the acronym PIC = Purposeful, Imbalance of Power, and Continual.
  • Bullying is not a form of conflict, which implies that the two parties are on more or less equal footing. What differentiates bullying from other forms of aggression, is that there is an imbalance of power or strength between the child who is bullying, and the child who is being bullied.
  • Bullying can be verbal, social, relational, physical, or cyber/online.
  • Cyber bullying is the use of Internet, cell phones, and related technologies to hurt, harass or embarrass another person in a deliberate, repeated and hostile manner," including behaviors such as: • 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.
  • Together, we can make a difference for all Pasco County students. Students, parents, and staff are encouraged to work together to prevent bullying and all forms of harassment. Students found to have engaged in acts of bullying and harassment will be subject to prompt disciplinary action, including, if warranted, suspension or expulsion.
  • The District School Board of Pasco County as a zero tolerance policy in regards to Bullying.
  • Children who bully are also more likely to engage in anti-social, violent, or troubling behavior such as: Get into frequent fights Be injured in a fight Steal or vandalize property Drink alcohol Smoke Carry a weapon Children who engage in repeated bullying at age eight are three times as likely to be convicted of a crime by age 30. Children who bully are less likely to finish college or locate a good job. Without appropriate interventions, children who bully may maintain their behaviors into adulthood , negatively influencing their ability to develop and maintain positive relationships.
  • Bullying may also affect the climate of the entire school (or a segment of a school) if it is prevalent. It interferes with student learning It creates a climate of fear and disrespect Students may perceive lack of control/caring on the part of adults
  • Bullying may seriously affect the psychosocial functioning, academic work, and the health of children who are targeted. Being bullied is related to lower self-esteem and higher rates of depression, loneliness, and anxiety. Students who are bullied are more likely to report wanting to avoid attending school and actually have higher school absenteeism rates (See Rigby, 1996). A recent study (Eisenberg et al., 2003) found that those students who were most frequently bullied by their peers were more likely than others to report disliking school. They also received the lowest grades. These findings suggest that children who avoid attending school may miss out on the benefits of school connectedness and educational advancement. Bullied children also report more depression and anxiety than their non-bullied peers. Students who experience depression and anxiety are more likely to have thoughts of self-harm or suicide. For example, in a study of Australian school children, those who reported being bullied at least once a week were twice as likely as their peers to “wish they were dead” or admit to having a recurring idea of taking their own life (Rigby, 1996). Suicide is a relatively rare event, but quite a number of cases have been linked to persistent bullying.. Finally, recent studies also indicate that children who are frequently bullied report a variety health problems. Sample citations: Buhs, E. S., Ladd, G.W., Herald, S. L. (2006). Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children ’s classroom engagement and achievement? Journal of Educational Psychology, 98 , 1-13 Eisenberg, M. E., Neumark-Sztainer, D., & Perry, C. (2003). Journal of School Health, 73 , 311-316. Kochenderfer, B. J., & Ladd, G. W. (1996). Peer victimization: Cause or consequence of school maladjustment? Child Development, 67 , 1305-1317. Rigby, K. (1996). Bullying in schools: And what to do about it . Briston, PA: Jessica Kingsley Publishers. Van der Wal, M. F., de Wit, C. A. M., & Hirasing, R. A. (2003). Psychosocial health among young victims and offenders of direct and indirect bullying. Pediatrics, 111 , 1312-1317. Several studies have also focused on the affects on bullying on academic achievement. Bullied children are more likely than those who aren't bullied to want to avoid going to school, perhaps very understandably, have higher rates of absenteeism, they say they dislike school and they report that they've received lower grades. Very recent research has also linked peer rejection and peer exclusion among young children, kindergartners, for example with decrease in classroom participation and school achievement through fifth grade which is of particular concern to many educators. Reluctant to attend school and often absent More anxious, insecure or depressed Difficulty concentrating on school work Suffer from low self-esteem, negative self-image, feeling ashamed and unattractive Present physical symptoms Targets do not report the bullying to adults/or wait a long time before reporting because they: Feel shame Do not want to worry parents Fear retaliation for reporting Fear adults cannot/will not protect them
  • To return to our question, “why focus on bullying?”...we’ve discussed how bullying affects victims, and we’ve discussed concerns for children who bully, as well as potential personal liability for “deliberate indifference”. Why else should we be concerned about bullying? One other compelling reason is the effect that bullying may have on bystanders or witnesses to bullying. Children who observe bullying going on around them may feel … Afraid Powerless to change the situation Guilty for not acting Diminished empathy for victims over time Pressured to participate in bullying or harassing behavior
  • Harassment or bullying of students or staff is an extremely serious violation of the Student Code of Conduct . It can also be a violation of criminal law. The District will not tolerate unlawful bullying and harassment in schools or school campuses, school sponsored buses, school-related or school-sponsored events, or through the use of data or computer software that is accessed through a computer, computer system, or computer network of the district. The physical location or time of access of a computer-related incident cannot be raised as a defense in any disciplinary action initiated pursuant to this policy. 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

Open house hollywood ppt Open house hollywood ppt Presentation Transcript

  • VES 2013-2014 PARENT ORIENTATIO N
  •  Earned my Bachelors Degree in Elementary Education from the University of South Florida in Saint Pete. Go Bulls! I am certified K-6 grade, certified ESE K-12, and am also endorsed in ESOL & Reading.
  • • I am married. My wife, Valerie, is also a fourth grade teacher here at VES! • I am the father of three! My sons are Cade (5), and Dane (3), and I have a daughter, Lainey (1). • Cade just started Kindergarten here at VES!
  • Common Core State Standards English Language Arts & Literacy A Sample of What Your Child Will Be Working on in 4th Grade 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)
  • Common Core State Standards Mathematics A Sample of What Your Child Will Be Working on in 4th Grade 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
  • 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.)
  •  SUPER HERO DISCIPLINE PLAN Veterans Elementary School 2013-2014
  • Why PBIS?  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! 
  • Behavior Chart
  • 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!
  • 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).
  •  Our schedule was sent home the first week and it is also kept in your child’s communication binder. Specials (9:45-10:30): PE- Mon, Tue, & Wed MUSIC- Thurs Art - Fri Lunch: 12:42-1:12
  •  It is important that your child comes to school each and every day well rested and ready to learn. Regular attendance at school is critical for your child to achieve his/her highest academic potential. Academic learning occurs all day and 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 explaining why your child is absent from school.
  •  Homework Policy: Homework Policy states that a 4th Grade teacher should only give a total of 45 minutes of homework a night in all subject areas combined. We ask that students read 30 minutes each night as a part of their homework. I will also be sending home math practice worksheets. However, we will only be sending those home when the skills have been completely covered in class and they should be spending only about 15 to 20 minutes completing it independently. •Reading logs will be 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.
  •  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.
  • 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
  •  Writing: •Timed 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
  •  We will be 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.
  •  If you would like to volunteer in the classroom, at school or on a field trip, at all this year, you must be approved by the county for the 2013- 2014 school year. I suggest that everyone fill out the application and be approved so that you don't have to worry about it later. It takes about 3 weeks to get approved, so it is almost impossible to apply at the last minute before a field trip if you want to chaperone. Please note that you must re-apply each year. It can be done online; contact me for the link. If you are already an approved volunteer, please let me know or if you apply let me know when your approval comes through. I like to keep track of my parents who are already approved. Volunteer in our Classroom!
  •  Planners: Behaviors and some notes will be written in planners. Email: Weekly emails (Monday Nights) 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. Online: Like our Fantastic Fourth Facebook Page!
  •  The planners are used school wide. They are used for parent/teacher communication as well as keeping the students organized. Each day, please glance at the planer to check and make sure there are no new notes or behavior notes. The planner is also used to check and see what that night’s homework is.
  •  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.
  • BullyingBullying What are we doing to Stand Up to Bullying at VES? 24
  • Jeffrey Johnston “Stand Up for All Students Act” 1006.147, F.S. 25
  • Bullying is…Bullying is…  Aggressive behavior intended to causeto cause harm.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. 26 Think:Think: P.I.C.= Purposeful, Imbalance of Power, Continual
  • Bullying is NOT…Bullying is NOT…  Usually an isolated incident  Unintentional  A form of conflict with two parties of equal status or power 27
  • Types of BullyingTypes of Bullying  Verbal  Social or relational  Physical  Cyber 28Citations  1, 5, 8, 14
  • CyberbullyingCyberbullying “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. 29
  • We CAN Make a DifferenceWe 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.   30
  • Our CommitmentOur 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. 31
  • Students Who Bully Tend to: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
  • Bullying Affects theBullying Affects the Total School ClimateTotal School Climate 33 • It interferes with student learning • It creates a climate of fear and disrespect • Students may perceive lack of control/caring
  •  Lower self-esteem  Depression & anxiety  Absenteeism & reduced academic achievement  Thoughts of suicide © The Olweus Bullying Prevention Group, 2004© The Olweus Bullying Prevention Group, 2004 Short Term Effects of Bullying on the Victim
  • Effects on BystandersEffects 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
  • Student Code of ConductStudent 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.  
  • How Parents Can Help?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. 37
  •  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!