This document provides information from a parent orientation at Veterans Elementary School. It includes:
- An introduction and background of the teacher, including her education and experience.
- An overview of the school schedule, including specials, lunch, and homework policies.
- Details about the school's positive behavior system called PBIS and how students can earn rewards.
- Information about assessments, communication methods, birthdays, volunteering, and bullying prevention.
The low power has been the main concern for the VLSI industry with the technology scaling in CMOS process from 130 nm to 22nm. The presentation here gives a brief idea about the several low power VLSI techniques being used in VLSI circuits to reduce the power and delay. for any query feel free to visit us at: http://www.siliconmentor.com/
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2.
I earned my Bachelors Degree in Elementary Education
from the University of Central Florida. Go Knights!
I am currently working toward my Masters Degree at
Saint Leo University In Educational Leadership.
I hold an Elementary Education Grades K-6 certification,
a Middle Grades Integrated Curriculum 5-9 certification,
and I am ESOL endorsed.
This is my 12th
year teaching. I have taught in Orange
County, Baltimore County, and Pasco County in grades 2,
3, 4, and 5, and I was a Math Resource Teacher and
Coach.
I have been at Veterans since we opened in
2008!
3. • I am a
mommy of
three! Lainey
is one, Dane
is three, and
Cade is five
and in
Kindergarten
here at VES!
• My husband,
Jay, teaches
fourth grade
here at VES!
4. 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)
5. 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
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.)
8. 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!
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 = schoolwide 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.
Our schedule was sent home the first week.
Specials (9:45-10:30):
Monday PE
Tuesday Art
Wednesday PE
Thursday Music
Friday Music in Motion
Lunch 12:44-1:14
14.
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 or 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 the 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.
15.
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..
•Reading logs will in the communication binder and
checked bi- weekly.
•Math homework will be assigned each night a new lesson
is taught. Do not spend more than 15-20 minutes on this!
No homework the night a test was taken.
•No weekend homework. : )
16.
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.
17. 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 Expectations
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
18.
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 Assessments (M, Sci, R)
Once a year:
•Writing FCAT (February)
•Reading & Math FCAT (April)
Other:
•Pre & Post Tests (Every Math chapter, 13 chapters)
•Science & SS Unit Tests
19.
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 or 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.
20.
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!
21.
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.
Online: Like our Fantastic Fourth Facebook Page!
22.
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.
23.
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. 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.
27
Think:Think:
P.I.C.= Purposeful, Imbalance of
Power, Continual
28. Bullying is NOT…
Usually an isolated incident
Unintentional
A form of conflict with two parties of equal
status or power
28
29. Types of Bullying
Verbal
Social or relational
Physical
Cyber
29Citations 1, 5, 8, 14
30. 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.
30
31. 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.
31
32. 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.
32
33. 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
34. Bullying Affects the
Total School Climate
34
• It interferes with student
learning
• It creates a climate of fear
and disrespect
• Students may perceive lack
of control/caring
37. 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.
38. 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 your 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.
38
39.
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!
Editor's Notes
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