w elementary school w.e e.xpect s.uccess o 2013 · waterford elementary school w.e e.xpect s.uccess...

WATERFORD ELEMENTARY SCHOOL W.E E.XPECT S.UCCESS OCTOBER 2013

It’s the first of October and it must be time for the Waterford Fair! As you know, the Waterford Fair is coming up this weekend, October 4, 5, and 6. Students are looking forward to a walking field trip on Friday to learn about life in their community in times past. Fifth graders, in particular, are excited to be participating in the living history reenactment at the Second Street School. Be sure to stop by and sample some delicious food at our stands. The money raised at this, our biggest fund-raiser, supports the many programs that help make Waterford so special.

UPCOMING EVENTS

Oct. 4 Interim Reports Sent Home Oct . 4,5,6 Waterford Fair Oct. 7 Student of the Week Luncheon Oct. 14 Columbus Day Holiday Oct. 15 Moveable Monday-Columbus Day Oct. 21 Student of the Week Luncheon Oct. 23 PTO Spirit Day – Wear blue and gold! Oct. 19 PTO Movie Night – 6:00 pm Oct. 31 Masquerade in the Village Nov. 1 End of First Grading Period Nov. 4. Conference/Records Day- Student

Holiday Nov. 5 Conference/Records Day

Student Holiday - Election Day

Nov. 6 Moveable Monday

FROM THE PRINCIPAL’S DESK…

By now you have received the most important reports about how this school year has begun, the informal news given to you by your son or daughter. These first few weeks have been a fine beginning to a productive school year. Thank you to all parents who participated in Back-to-School Night and had the opportunity to meet our staff.

Now that students have settled into their class routines, student activities are in full operation. As you already know, preparations for the Waterford Fair have begun and we hope for your support. Students will also participate in the whole school field trip to the fair on October 4th. By now, you should have received information from your child’s classroom teacher regarding the trip.

If you have any concerns about any aspect of your child’s schooling, feel free to contact the classroom teacher, our counselor or me. We welcome your inquiries as we must work together to ensure the success of our students. Frequent communication and transparency in our practice will support and strengthen our partnership as we seek to develop students into life-long learners, prepare them for the global market and foster them to become contributing citizens to our community.

The staff at Waterford Elementary School remains committed in the provision of a quality instructional program that provides support for all of our students. I look forward to working with you to develop strategies to meet the needs of our students and to identify resources that will benefit our school.

IT TAKES A VILLAGE …

IT’S OCTOBER ALREADY!

15513 Loyalty Road Waterford, VA 20197 http://cmsweb2.lcps.org/waterford/site/default.asp

1


Reading at Waterford In the 2012-2013 school year, our students in grades K-2 engaged in the Pathways to Reading and Writing program. This literacy framework is a balanced approach to reading instruction to meet the needs of varied learners. Within this model, teachers focus on the essential components of reading and writing instruction which are integrated in a comprehensive structure. Last year, classroom teachers reported on numerous occasions that our K-2 students demonstrated an increased zeal for reading and read much more than before.

This year, our students in grades 3-5 will engage in a balanced literacy approach in reading which includes shared reading, guided reading, and independent reading as well as read-alouds, and explicit skills lessons.

In this framework, reading instruction is deliberate. Teachers actively teach reading skills and strategies through modeling, providing students with guided practice, and allowing students to independently practice what was taught. Strategies are used before, during, and after reading to assist students with comprehension. Teachers set purposes, objectives, and expectations for instruction based on the Virginia Standards of Learning. Students are taught that reading strategies are flexible and can be applied to and adapted to meet the demands of the material being read.

Teachers use materials that students can read at an instructional or independent level and students read a wide variety of genres, styles, and forms of literature in a positive, supportive, and cooperative print-rich environment. Independent reading is an essential component of the daily reading block. Students practice skills and strategies that have been taught and pursue reading for pleasure. Students have the opportunity to read self-selected materials. Teachers monitor student reading selections when they meet for one-on-one independent reading conferences. During these conferences, teachers take anecdotal notes and conduct formative assessments.

Interactive read-alouds support all content areas by building or activating background knowledge. During interactive read alouds, teachers model fluency, increase comprehension, model how to think and talk about text, increase student vocabulary, and foster a love and excitement for reading. The teacher selects one strategy and focuses on that strategy throughout the text. The teacher does a think-aloud during the reading, modeling the strategy focus.

Each day, students will interact with a variety of texts for a variety of purposes. Students will read for extensive periods and apply specific strategies (questioning, writing, comparing, connecting, etc.) to promote comprehension and foster high success reading.

What does it look like in from a teacher’s perspective? Excerpt from Mrs. Vangsnes: We are using a “workshop model” in our reading class. In order to learn to read effectively, students need lots and lots of time to read and to practice reading strategies. Reading Workshop gives them that time. Students are not all reading the same books; they are reading books that are “just right” for them. They are reading books that they pick and that are on their reading levels. If your child reads independently on a third grade level and I hand him or her a fourth grade text, it will be frustrating. Your child will spend too much time just decoding the words. I want students to understand that reading is not just pronouncing words that are typed on a page. Reading is THINKING and thinking is hard work. Studies show that when students are working with books on their individual levels that they select, they are more engaged, more confident, and make greater strides in reading. We are going to test this! What does Reading Workshop look like? Our reading class begins with a mini-lesson. Based on students’ needs, I select a strategy for the class to learn about and practice. For example, I may decide to explicitly teach the comprehension strategy “visualizing.” I introduce the strategy to students and we talk about what it means. I read a “mentor text,” or short picture book, modeling my use of the strategy. We review the strategy. Then, I turn them loose to practice the strategy using the books that they have chosen to read independently. As they are reading, I may pop in for a quick 2-minute conference to ask how they are applying the strategy in their reading. Sometimes, I will pull small groups of three or four students to work with me on the new strategy in a guided reading group. Sometimes, I will ask students to read with a partner and to stop after reading a few pages and talk about their reading work. Another component of Reading Workshop is the read-aloud. Not only should students hear fluent readers, but they also need to experience incredible novels that may be above their independent reading levels. As I read these novels aloud, the students and I will stop and discuss our thinking about them. As you can see, our brains will be working every minute!


2


MORE NEWS FROM THE PRINCIPAL’S DESK… Homework Homework is an extension of the learning that takes place in school. Homework can provide practice and drill that reinforces classroom learning and can provide opportunities for independent study, research, and creative thinking. Parents can help their children by arranging a quiet, comfortable place for their children to work and by seeing that assignments are completed. The amount of homework that a teacher assigns will vary from day to day. The LCPS guidelines for the amount of homework that is given each evening are as follows: • children in grades 1-3 should spend approximately

thirty (30) minutes daily doing homework; • children in grades 4 and 5 should spend approximately

one hour per day. Of course, students work at different rates, so the time children take to complete homework varies. Students may also have additional classwork to complete, which they did not finish during the school day. Long range reports and projects are expected to take more time than the general guidelines suggest. Parents should use their own discretion when their child has been working longer than the homework guidelines mentioned above. Please notify the classroom teacher if your child is working at home longer than the suggested guidelines listed above.

Bullying and Harassment: Expectations for All Students

Definition of Bullying

“Bullying” means any aggressive and unwanted behavior that is intended to harm, intimidate, or humiliate the victim; involves a real or perceived power imbalance between the aggressor or aggressors and victim; and is repeated over time or causes severe emotional trauma. “Bullying” includes cyberbullying. “Bullying” does not include ordinary teasing, horseplay, argument, or peer conflict. (Code of Virginia § 22.1-276.01)

A school may add to the definition of bullying acts that occur outside a school setting, if those acts are persistent or pervasive, are directed at another student or students, and have the effect of doing any of the following: substantially interfering with a student’s education, creating a threatening environment, or substantially disrupting the orderly operation of the school.

Bullying behavior is a subtype of the broader concept of peer aggression and victimization; bullying prevention approaches must focus more broadly on reducing all forms of aggressions and victimization, regardless of the intent, frequency, and power differential.

FLES

During this period, 4 graders are working on calendar, numbers and weather. The 5 graders are working on personal question: pets, favorites and self-descriptions. Parents may help students by asking what they learned. Providing children's reading books or tapes in Spanish is one way to encourage students to practice Spanish for personal enjoyment and enrichment beyond the school setting.

Resources for FLES can be located at www.pdictionary.com\spanish\ and http://ww.languagesonline.org.uk

If, due to a disability, you need assistance to enable you to participate meaningfully in any meeting, activity, etc. associated with the school, please contact Dr. R. Anderson, Principal of Waterford Elementary School at 540-751-2460 at least 5 working days prior to the activity. Thank You.

First grade creates

their own flag.


3

http://www.pdictionary.com/spanish/

http://ww.languagesonline.org.uk/


Student Attendance Whenever a student is absent from school, documentation is required to verify the reason for the absence. Parents are required to notify the school as to the reason for the absence. This may be done through the school’s Absentee Phone-in line at 540-751-2461. Any absence not confirmed by the parent will be considered unexcused. If the parent has not called the school to verify the absence, the school will make a reasonable effort to call the parent to verify the day’s absence. Upon the student’s return to school, a written explanation from a parent or guardian is required for each absence. The note should include: date(s) of the absence, reason for the absence, and signature of the parent/guardian.

Students are excused for personal illness, a death in the family, medical or dental appointments, court appearances, religious holidays, illness in the immediate family, or emergencies that require the student to be absent. If a student is absent for more than 10 days or 10% of the total number of days membership, whichever is determined appropriate by the principal, the school will send a letter to the parents requiring a physician’s note for all further absences. At the principal’s discretion, contact may be made sooner or waived due to extenuating circumstances. At the point at which a student accumulates 5 unexcused absences, a referral will be made to the Attendance Officer.

Occasional tardiness for valid reasons is not a serious offense; however, repeated or habitual tardiness encourages the formation of undesirable personal habits and disrupts the orderly instructional process of the school. When a student arrives tardy, parents must escort their child to the office and assist him/her in obtaining a tardy pass to class. This is required to ensure the safety and well-being of the student. In addition, the school may require the parent or guardian to provide justification to determine the reason for the student’s tardiness. If this does not occur and documentation is not provided by the parent, as to the reason for the tardy, the tardy may be considered unexcused. If a student is tardy more than 10 times, a letter will be sent to the parent as notification of the school’s concern for the student’s non-attendance, and a physician’s note may be required. If the pattern of tardiness does not improve a referral will be made to the Attendance Officer.

NOTES FROM THE SCHOOL OFFICE

SCHOOL HOURS:

FIRST BELL 7:40 AM TARDY BELL 7:50 AM DISMISSAL 2:35 PM

ABSENTEE PHONE LINE 540-751-2461

Visiting Waterford All visitors are required to report to the school office upon entering the building. Visitors must “sign in” and obtain a pass before going to other areas of the building. Parents bringing items to their children must come to the office to avoid disrupting classroom instruction. Even parents who regularly volunteer should be sure to sign-in at the beginning of each visit and wear the appropriate identification sticker. These procedures are for the safety of our students and staff. Classroom visitations need to be arranged in advance through the classroom teacher and/or the principal. Disruptions to classroom teaching and learning are minimized as a result.

Students with Food allergies In an effort to keep all children safe and healthy, the Loudoun County Public Schools guidelines “Caring for Students with Food allergies in School” do not allow any food to be brought in for a child’s birthday. Therefore, we will not accept cakes, cupcakes, cookies and other sweets as birthday treats. Also, non-food items will be used instead of candy when considering rewards. Parents are also asked to avoid sending food items or containers which contain allergens which may cause a reaction. Alternative birthday and party celebration treats are encouraged and examples can be found along with the “Caring for Students with Food Allergies in School” guidelines at http://cmsweb1.lcps.org/50990419143321/site/default.asp.


4

http://cmsweb1.lcps.org/50990419143321/site/default.asp


Dismissal Procedures • If your child will be a daily car rider, you should send us a

note at the very beginning of the school year stating such.

• If your child will be an occasional car rider, then you

must send a note with them on the day(s) they are to be a car rider. To ensure the safety of your child, and to ensure that they take the correct mode of transportation home, it is extremely important that you send a note with your child when they are to be a car rider, instead of calling the office to leave a message.

• We know that emergencies happen, but we ask your

cooperation in avoiding last minute early dismissal requests. Please avoid calling after 2:00 pm for changes in transportation plans. Unless it is an extreme emergency, phone calls to change your child’s afternoon transportation plans will not be accepted after 2:10 p.m.

• If a parent must come to pick up his/her child at the end

of the day (prior to the final bell), and the student did not have a note, the parent must come to the front door and follow the procedures for being let into the building. Once in the office, the parent should ask to have his/her child put on the car rider list, sign the pick-up log, then go back outside to the car rider pick-up area to wait for their child.

• Anyone coming to pick up a child who had no note after

the final bell has rung and dismissal is in process, will have to stop at the car rider pick-up area to have their request radioed into the office, and then sign their child out with the teacher on duty at the car rider pick-up area.

MORE NOTES FROM THE SCHOOL OFFICE…

Colin V Katie I. Blaise H. Carter J. Lucas F.

Maya B. Olie D. Augie D. Will D. .

Noah U. Wynn D. Joey R. Macon D. Gabbi J.

Birthday Wishes to these October Babies:

Samantha M. Kylie B. Cash C. Alex C.

Wlibert M. Andrew P. Max T. Josh W.

Paul D. Xiu E. Grace G. Bobby H. Colby C.

And to these from of the Month of August:

Thomas A. Matthew C. Brienza M. Drew F. Reggie N.

Gianna P. Alex S. Eddy T. Riley W. Mackenzie A.

Cole G. Kareem H. Skye K. Madelyn L. Brady M.

And Belated Wishes to these September Babies:

AHERA

Waterford Elementary school is routinely inspected in accordance with the Environmental Protection Agency (EPA) Asbestos Hazard Emergency Response Act (AHERA). As required by the Commonwealth of Virginia and the EPA, this notification is to inform you that asbestos-containing material (ACM) is present in several locations in our school. The ACM is inspected semi-annually by qualified LCPS personnel to insure that the material remains in good condition and is not creating an exposure hazard for building occupants.

The Asbestos Management Plan indicates locations where asbestos-containing materials may be present. The plan can be found in the administration office at the school. In addition, a copy of the Asbestos Management Plan is located in the Loudoun County Public Schools Facilities Services Division office at 1002C Sycolin Road, Leesburg, Virginia.

Please feel free to request information about our Management Plan, the inspection findings and our plan of action. The Plan will be available for your review and inspection during normal working hours


5


CLINIC NEWS Our school’s health clinic specialist is Karen Murter. She works in the clinic each day from 7:50 am until 2:50 pm. A health clinic specialist (HCS) works under the direction and supervision of a registered nurse. School staff can contact the school resource nurse at any time for advice or emergencies. HCSs are trained in first aid, cardiopulmonary resuscitation (CPR), use of an external automatic defibrillator (AED), and medication administration. The resource nurse visits the school regularly. Please check the website for the resource nurse for your school. Clinic personnel (HCSs and nurses) are not allowed to make a medical diagnosis. If you have an urgent medical concern, please take your child to their personal physician or a medical facility. If your child has any significant medical needs, please notify the HCS/RN even if the school has been notified in previous school years. If your child has asthma, diabetes, seizures, life-threatening allergies, or other medical conditions, you and the physician will need to complete a form so the school can understand and address your child’s needs. These forms are available on the Loudoun County Public School (LCPS) website. These forms must be updated each school year.

School-Sponsored After-School Activities and Sports If your child has diabetes, an epinephrine auto-injector, an inhaler, or other emergency medication at school, please notify the teacher/sponsor that your child has the health concern. Also notify the health clinic specialist 1-2 weeks prior to the event. The clinic is closed after dismissal and the HCS/RN is not in the building. Arrangements need to be made to have medication available and to train staff. • If your child is ill because of a contagious disease such as

the flu, strep throat, chickenpox, etc., it would be helpful to note the reason for the absence when you call the absentee call-line. This will help the school take measures to know the extent of the disease and reduce its spread.

• Students who have fevers should be kept at home until free of fever for 24 hours. Students who do not feel well should stay home. When students come to school ill, they not only are unable to participate fully in class, but they may also infect other students with their illness.

• A parent or guardian must deliver any medication (prescription or non-prescription) to the school office or clinic. Students may not transport any medication to or from school. Parents are responsible for picking up any unused medication. Medication remaining in the clinic at the end of the year will be destroyed according to state law and LCPS guidelines.

• If your child takes a prescription medication and missing a dose would have serious health consequences (seizure medication, insulin, etc.), it is strongly suggested that a 24-hour supply of the medication be left in the school clinic in case of a prolonged school day. The medication must be in an original pharmacy-labeled bottle and have a physician’s order on file in the clinic. The order must give the times during the 24-hour period that the medication is to be administered.

• The HCS/RN must have written instructions from the physician in order to administer prescription medications. The instructions should include:

student’s name; name and purpose of the medication; dosage and time of administration; possible side effects and measures to take if

those occur; end date for administering the medication; parent/guardian signature giving permission

to administer medication and to contact physician, and physician’s signature.

LCPS will not accept parent/guardian amendments to a physician’s order, including any restriction of the principal’s designee (HCS/RN) from contacting the physician to clarify the medical order.

The “Authorization for Medication Administration” form should be used for physician’s orders. Copies of this form as well as other medical forms are available in the school office or at the LCPS website under Student Health Services.

All prescription medication must be in the original

pharmacy bottle with the proper label containing the student’s name, medication, dosage, and instructions for administration. Upon request, most pharmacies will provide an extra labeled bottle with the proper amount of medication for school. Please do not send more than a 60-day supply of medication.


6


CLINIC NEWS-CONTINUED • If the HCS/RN needs to administer non-prescription

medication: it must be provided by the parent/guardian

in an original package with the name of the medication and instructions;

she must have a note from the parent regarding when and how much medication to administer;

she will only give the amount listed on the package for your child’s age and weight and for the recommended length of time the student should receive the medication unless she has doctor’s orders on the “Authorization for Medication Administration” form to dispense differently; and

she cannot administer medication that is not in its original container.

• For the HCS/RN to give acetaminophen (generic Tylenol) to

your child, you must have completed the section on the emergency card that gives permission and sign it. Parents/guardians of elementary students will be contacted before any acetaminophen is given in order to assure that it has not been given at home. Because acetaminophen taken in large amounts over a period of time can cause liver damage, middle and high school students may only receive four doses of acetaminophen in a four-week period. Before a fifth dose is given, the parent/guardian will be contacted.

• Be sure to keep the “Emergency Information” updated so

we can reach you if your child is ill or injured. This can easily be done on-line through the Parent Information Management System (PIMS) on the LCPS website.

• All 3rd, 7th, and 10th grade students and students new to

LCPS will be screened for vision and hearing during the first 60 days of school. Kindergarten students who did not have distance vision screening or hearing tests within two months of the beginning of school will also be screened.

SCHOOL CANCELLATION/CLOSING In the event that weather or other reasons require either closing or delaying the opening of school before buses start on their routes, announcements will be made over the following radio/TV stations by 6:00 am. These stations are notified by direct calls and should be the primary stations that are monitored. News Channel 8 WMRE (1550 AM) WRC (TV 4) FOX (TV 5) WJLA (TV 7) WUSA (TV 9) WINC (92.5) FM WTOP (1500 AM & 103.5 FM) WMAL (630 AM) In the event of a delayed opening, please stay tuned to the radio/TV station in case some change in the weather causes schools to be closed for the day. A 1-hour delay would mean that all morning programs would operate as usual except that they would start one hour later. A 2-hour delay would mean that school opening would be delayed for two hours with specific alternatives to certain programs. Early closings of school may occur if weather conditions deteriorate once students are in school. If you suspect an early closing, stay tuned to your local TV or radio station and/or the LCPS website at www.loudoun.k12.va.us/. Please avoid calling the school. Phone lines must be kept open for emergency calls. It is suggested that parents set up procedures for early closing with their children at the beginning of the school year. If a student is to go somewhere other than usual in such emergencies, it is imperative that both the student and the school are informed. A form is kept on file at the school with the procedures that the parent has set up for their child. Please be sure this form is kept up to date. School Cancellation/Closing A 2-hour delay would mean that school opening would be delayed for two hours with specific alternatives to certain programs.


7

http://www.loudoun.k12.va.us/


The following students were honored during the month of September:

First Grade Siena B. Thomas B. Kerry C. Second Grade Kate A. Tommy A. Kylie B.

Fifth Grade Hope F. Maya B. Chad S. Kamrin S. Tommy B. Riley B.

Third Grade Anthony A. Aiden A. Matthew C. Riley W.

Birthday Books If you are interested in donating a book to celebrate your child’s birthday please send a new hardback book to the library with a note stating your child’s name and birth date. A bookplate will be placed inside the book and will be made available for all students to check out. If you need any book suggestions, please do not hesitate to email us.

SHOWCASE OF THE MONTH

The September showcase celebrated the start of a great school year with tips and tidbits for getting the most out of each day. We know this year at Waterford Elementary will be great!

Fourth Grade Sophia W. Gretchen S. Natalie N. Gabbi J. Colin V. Zach S. Madelyn S.

Students of the Week To continue the WES tradition, a student from each class will be selected each week as the as “Student of the Week.” Students will be invited to eat lunch with the principal at a special table where they will enjoy a special ambiance that includes a cloth-covered table with an unlit candle. Students will receive a special “Student of the Week” certificate, pencil and a bookmark.

4th and 5th grade science investigations – physical

characteristics and classification

2nd grade “skip” counts using a hundreds chart. It’s fun to learn

outside!


8


PARENT RESOURCE CENTER Fall 2013 Event Schedule - *Unless otherwise indicated, events are held at the LCPS Administrative Building at 21000 Education Court, Ashburn, 20148. Events will be cancelled when schools are closed or after school activities cancelled. Call 571-252-2185 or go to www.lcps.org/prc to register. Titles are linked to event flyers.

Brunch Bunch at Paxton Campus An opportunity for us to get together, discover resources and answer questions - We will have the coffee ready, bring your own treats. No registration necessary. 10-11:30 am on the following dates: Wed. Oct. 16, Nov. 13, and Dec. 11 *Note Location: Ally Advocacy Center Bldg. at 601 Catoctin Circle NE, Leesburg, 20176

MEETINGS, COMMITTEES AND RESOURCES…

Bright Life Initiative Presentation Featuring a panel of students from Belmont Ridge MS, Stone Bridge and Tuscarora HS - Learn about this club/service organization of students with & without disabilities. Wednesday, October 9, 6:30 pm – 8:00 pm

Autism Series: Adolescent Issues Topics Include Hygiene, Socialization, Fears, Behavior, Health & More Thursday, October 24, 9-11 am (morning)

Autism Series: Promoting Positive Mealtimes Causes and Strategies for Eating Challenges Tuesday, November 7, 9-11 am (morning)

Autism Series: Social Media and Your Child on the Autism Spectrum or with a Developmental Disability Tips and Tools for a Safer Online Experience for Your Child - Presented by Andrew McGahan, LCSW and Clinical Director at JSSA Thursday, November 7, 6:30 pm – 9:00 pm Autism Series: The Message of Behavior Identifying and Analyzing the Communication Function of Behavior is Critical Thursday, December 12, 6:30 pm – 8:30 pm If due to a disability, you need assistance or an interpreter, call 571-252-2185 7 days before an event.

Special Education Advisory Committee (SEAC) In a continued effort to support special education students and their families, the Office of Special Education will hold monthly forums in response to parental surveys that will focus on addressing students with special needs. Each PTA/PTO is asked to provide a parent representative to attend the meetings. The Office of Special Education believes that this approach will assist in making families with students in special education programs feel included at school programs and functions. Additional information can be found at www.lcps.org – under Parents.

Minority Student Achievement Advisory Committee

Parents are invited to participate in the MSAAC. The objectives of this committee are to Ensure advocacy on behalf of minority issues within the LCPS Community; Promote parental involvement; Develop a process to facilitate the resolution of parental concerns, Encourage increased minority staff and volunteer presence in schools to reinforce efforts to achieve cultural awareness an cultural sensitivity and provide role models and assist minority students in developing self-esteem. This committee also advises the Loudoun County School Board regarding systemic issues affecting minority achievement and facilitates communication between the community and Loudoun County Public Schools To inquire about serving your school as a Delegate or Alternate Delegate please contact the Parent Organization or the Principal.


9

http://www.lcps.org/prc

http://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/97/Brunch%20Bunch%202013.pdf

http://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/97/Bright%20Life%20Initiative%20Information%20Flyer.pdf

http://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/97/Bright%20Life%20Initiative%20Information%20Flyer.pdf

http://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/97/Adolescent%20Issues%202013.pdf

http://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/97/Adolescent%20Issues%202013.pdf

http://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/97/Mealtimes%202013.pdf

http://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/97/Mealtimes%202013.pdf

http://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/97/Social%20Media%20and%20Your%20Child%202013.pdf

http://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/97/Social%20Media%20and%20Your%20Child%202013.pdf

http://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/97/Message%20of%20Behavior%202013.pdf

http://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/97/Message%20of%20Behavior%202013.pdf

http://www.lcps.org/


LET US HEAR FROM YOU!

We want to hear from you! As a valued part of our school system, your ideas and concerns are being solicited. The form is designed for you to ask questions about our school, and/or give us any ideas you may have that could make our school a better place for children. If you wish to have a reply, please include your name and address.

TIPS FOR PARENTS… Here a just a few tips for making this school year the best that it can be: Ticket, please!: If want to limit your youngster’s TV time, try this idea. Every week, give her seven slips of paper. Each is good for an hour of television. Remind her to plan ahead. For example, if she wants to watch a two-hour movie on Saturday, she’ll need to save an extra ticket during the week.

Be there!: Regular attendance in elementary school sets up a good pattern for your child’s entire school career. Show him that school comes first by trying to keep days off for illness and family emergencies. Also, schedule routine doctor and dentist appointments for after school or over school breaks.

Study smarts: From a history test at the end of each month to a spelling quiz every Friday, studying is a skill youngsters will need throughout their years of school. Help your child study with these tips.

Start a habit: Encourage your youngster to treat studying as a daily assignment, not just something he does the evening before a test. For example, he might study 15 minutes every night for a spelling test on Friday. After he finishes his regular homework, he can spend a little time reviewing his notes and handouts.

Tackle textbooks: When your child has a chapter to study, have him “preview” it to increase his understanding. He should glance over headings, graphics, and photos and go to the glossary to look up boldface words. Tip: If he finds a section hard to grasp, he could read a picture book on the topic.

Mix it up: If your youngster reviews information in several ways, he’ll be more likely to remember it. He might use colored pencils to copy each spelling word or math fact onto a separate index card. Then, he can shuffle the cards and study them in a different order each time. For extra reinforcement, suggest that he spell each word or recite each fact aloud.

After-school chats: “What’s in your backpack?” Greet your child with this question, and you’ll discover a lot about what she does in class.

• Set aside time each day to go through her papers. Try to do it first thing after school when her day is fresh in her mind.

• Look over your youngster’s work together. Help her feel proud by making a specific comment about something she’s done. For instance, if she shows you a picture she drew in art class, you might say, “The gray sky and big waves look just like our rainy day at the beach.” 3) Have her talk through math problems or science experiments to show you what she’s learned. She might explain how she finds the perimeter of a triangle or why ants dig tunnels, for example.

I have a question or an idea….

______________________________ Signature (optional)


10

w elementary school w.e e.xpect s.uccess o 2013 · waterford elementary school w.e e.xpect s.uccess...

Documents