Spanish

Volume 3 edicion 4
Puntos especiales de
interés:
 Fechas para Recordar
 CONSEJOS para participación de
los padres
 Los directores cuentan!
 Actualizaciones de construcción
 Menús de diciembre en las escuelas
En esta edición:
1
Atención en el trabajo de
Estudiantes
en la escuela High Horizons!
Be Cool Pack The School
Iniciativa de Asistencia
2
Los directores cuentan!
3
Fechas para Recordar
Harding Soccer Team
4
Actualizaciones de
construcción
5
NNPS Practicas Prometedoras
6-9
Menú de Escuelas Primaria
Menú de Escuelas Secundaria
10
11
diciembre 2015
Los estudiantes de sexto grado de la clase de la Sra. Zambrano en la Escuela
High Horizons, con el apoyo de la Entrenadora de Alfabetización Christine
Neary, estarán participando en un proyecto de amigo por correspondencia con
los estudiantes de sexto grado de la Escuela Peck Place en Orange, CT. Los estudiantes de High Horizons acaban de recibir sus primeras cartas y estarán
respondiendole a sus amigos de Orange, CT. Las clases intercambiarán correo
una vez por mes y van a componer cartas amistosas que tendran temas como la
comunidad, las tradiciones de familia, el medio ambiente y los objetivos personales. Cartas de Amigo por correspondencia proporcionará a los estudiantes una
audiencia auténtica para crear mejores escritores. Los estudiantes saben que no
sólo es alguien real va a leer su carta, sino también van a responder a ella. Esto
anima a los estudiantes a escribir con sentido y escribir con un sentido de
propósito. A medida que el año avanza, los estudiantes deben mostrar mejora en
su escritura! Ninguna forma de comunicación produce la emoción en los rostros
de mis alumnos, como la llegada de una carta de su amigo por correspondencia!
Pagina 2
ag“Be Cool Pack The School”
Las 3 Escuelas Primarias Con Mejor Asistencia en el mes de noviembre
Escuelas Primarias
Noviembre - 2015
Multicultural Magnet
98.09%
Park City Magnet
97.20%
Classical Studies Magnet Academy
96.60%
Las 2 Escuelas Secundarias con Mejor Asistencia en el mes de noviembre
Escuelas Secundarias
Noviembre - 2015
Central
90.82%
I.T. & Software Engineering Magnet
90%
Colaborando con la comunidad para mejorar la Asistencia
Tipo 6: Coordinar los recursos y servicios de la comunidad para las familias, los estudiantes y la escuela y proveer
servicios a la comunidad.
La escuela secundaria Robert Frost en Pasco, Washington, tiene muchos estudiantes diversos cuyas familias
hablan muchos idiomas diferentes en el país, entre ellos un gran número de familias latinas y rusas. Un gran
porcentaje de las familias viven por debajo del nivel de pobreza. El Equipo de Acción de la escuela para las
Asociaciones (ATP) continuamente mejora su programa de asociación mediante la participación de las familias
y la comunidad de manera productiva. En el 2008, la Escuela Frost trabajó para aumentar la asistencia de los
estudiantes, como un objetivo en su-Plan de Acción para Asociaciones.
En el proyecto “Trimestre Asistencia Perfecta”, los profesores se conectaron con las familias para reconocer a
los estudiantes con asistencia perfecta cada semestre. Al final de cada período de calificaciones, los atletas de
las ligas deportivas locales, dos equipos de deportes de la escuela secundaria, y/o la mascota de un equipo local
de hockey llegaron a los salones individuales para entregar Certificados de Excelencia a todos los estudiantes
con asistencia perfecta. Algunos estudiantes le pidieron a los atletas sus autógrafos y algunos tomaron fotos con
ellos.
Además de los certificados, los ganadores recibieron un cupón para un artículo gratuito en McDonalds y una
carta de reconocimiento para llevarselo a sus padres Las cartas fueron escritas en Inglés, Español y Ruso-los
idiomas de la mayoría de las familias en la escuela.
En este proyecto, se otorgaron 197 certificados de asistencia perfecta. Promedio de asistencia diaria de la escuela aumentó a 93% en 2008 y el ATP dirigido para obtener mejores estadísticas. Seguimiento: En 2011, la
escuela reportó 95% de asistencia diaria promedio y por debajo del 1% ausencias injustificadas
From: NNPS Partnership School Award, 2008. Meet the Robert Frost Elementary School ATP and read more about its work at
http://www.partnershipschools.org.
Pagina 3
Desde el comienzo del año escolar, la Sra Christoffersen ha trabajado diligentemente
asegurando fondos para patrocinar camisetas para PBIS de Dunbar School. Durante el
mes de Octubre se llevó a cabo un concurso de diseño. Se les pidió a los estudiantes
diseñar una camiseta para toda la población estudiantil. El diseñador ganador fue el de
Kaleyah Marrón una estudiante de octavo grado! Hasta la fecha, la Sra Christoffersen ha
recaudado $ 1,000.00 hacia la compra de las camisas! Gran trabajo, Sra Christoffersen, la
apreciamos! Alyshia Perrin, Directora de la Escuela Dunbar.
Nos complace anunciar la asociación de la Escuela Classical Studies Magnet y La Fundacion de Arte de Jamie A. Hully. Jamie Alaine Hully era apasionada por las artes. "Una
artista talentosa, escritora, bailarína, cantante, compositora y comediante Jamie soñaba
con seguir una carrera en las artes, pero su sueño fue interrumpido el 2002 cuando perdió
su batalla con un linfoma agresivo sólo dos semanas antes de cumplir 21 años . La Fundación se dedica al apoyo de artistas que comparten la pasión creativa de Jamie ". CSMA
tienen la suerte de recibir una beca que proporcionará los servicios de un artista de la danza hip-hop en nuestro programa
de enriquecimiento. Helen Giles, directora CSMA
La escuela Park City Magnet School celebró su primer Desayuno Anual del
Día de los Veteranos. Treinta veteranos que representan a cada rama de
los militares estuvieron presentes. Después de participar en el desayuno,
los veteranos fueron invitados a hablar en los salones individuales acerca
de su servicios. Varios estudiantes le regalaron a los Veteranos unas tarjetas de agradecimiento creadas por los estudiantes. Nuestros estudiantes
de octavo grado crearon vídeos de homenaje utilizando el Thank A Vet.
web. La Sra May y el Sr. Johnson (nuestros maestros de historia ) crearon
una pared de Honor para los Veteranos, que incluía fotos, artículos y artefactos. Teresa Maguire, PCM Directora
El jueves, 12 de noviembre, fue el inicio del Programa de inteligencia emocional, RULER en las escuela Discovery. Este programa le enseña a ambos,
estudiantes y adultos cómo identificar y regular sus sentimientos mediante el
uso de estrategias efectivas. Todos los 508 estudiantes asistieron a este descubrimiento interactivo. Madre / Hija testimonio compartido por la señora Christina Lejía y su hija Katie (segundo grado): La noche siguiente al saque inicial,
Katie preguntó a su madre: "¿Dónde estás en el metro de humor?" Su madre
respondió: "Tuve un largo día de trabajo y acabo de llegar a casa de una clase. Estoy de buen humor, pero me siento
cansada. Creo que estoy en el azul en este momento. "Katie respondió:" Yo también estoy cansada, pero estoy bastante feliz
hoy, mamá, así que creo que me pongas en el verde ". S. Bella, IDDMS Principales
Los estudiantes de la escuela Beardsley , bajo la dirección de la
señora Jennifer Babb, profesora de arte, recientemente crearon
tarjetas para las fiestas que se enviaron a los marineros a bordo
del USS Kearsarge, LDH3. El hijo de la la secretaria Tracey
Longway, EM3 Cameron Sol-Longway se encuentra estacionado actualmente en ese barco, que tiene su base en Norfolk,
Virginia. La tripulación esta desplegada actualmente en el Océano Mediterráneo, en dirección a Irak. Nuestros mejores
deseos, oraciones y gracias por su servicio van con esas tarjetas. S. Pivirotto, Principal la escuela Beardsley
Pagina 4
Fechas para Recordar
2 de diciembre - Reunión Ejecutiva del PAC 5:30/Centro de Padres
4 de diciembre - Cierra Período de aplicación para la escuela Central Magnet
7 de diciembre - Reunión del BOE
"Brown Bag It Thursdays!"
9 de diciembre– Salida temprana
Comparta sus pensamientos e ideas para
9 de diciembre- Informes de Progreso Distribuidos
involucrar a los padres en las escuelas
21 de diciembre - Reunión del BOE
(login code: NNPSmem13)
23 de diciembre - Salida temprana
Pregúntele a su HSC o contacte Dolores Mason
24 de diciembre - 5 de enero - Receso
203.275.1758 para obtener más
información o asistencia.
Way
To Go!
El 7 de noviembre el equipo de fútbol de muchachos de la escuela Harding, dirigido por
el entrenador Anthony Bonaventura jugaron contra la escuela Abbott Tech en el Campeonato de Conferencia Estatal. La escuela Harding derrotó Abbott Tech 3-1, liderado por dos goles de Edgar Valencia
y una asistencia. El equipo muestra gran trabajo y comunicación. El equipo terminó como uno de los
mejores de la temporada regular en la historia de la escuelas con un registro general de 13-1-2. El equipo jugará en el comienzo del torneo estatal el jueves 12 de noviembre en el estadio de Kennedy. Christopher Johnson, Director de Deportes
Page 5
Bassick: New Roof
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Roof replacement is complete
Replacing the clogged leaders
Observatory has been placed on the roof with final connection underway
Pricing repairs to third floor ceilings
Black Rock: Addition
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Punch list work is being completed
House demolition will start in the next two weeks
Installation of shades and curtain will take place over the Christmas break
Central: Renovations
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Site work is underway on the South side with completion scheduled for November
Work is ongoing for mechanical systems in the basement
Site work for the North side was completed for the start of school
Work continues on the gym and media center
Harding: New Construction
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Contract has been signed for Phase 1 site work which started
Construction documents for Phase 2 (building) will be presented on October 5, 2015; meeting of Buildings and
Operations Committee Meeting
Design Development Review meeting was held with the Office of School Facilities on 9/22/15
Longfellow: New Construction
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Steel erection is being completed
Foundations and slabs being installed
Masonry underway
MEP roughing underway
Roofing work started
P. L. Dunbar : New Roof
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Finishing the last two bathrooms
Media center renovation is underway
Boiler and hot water heater replacement is being completed
Roof replacement is taking place
Construction activity with the start of school takes place from 3 pm - 11 pm
Roosevelt: New Construction
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Certificate of Occupancy for project has been received
Only open construction item is the installation of the code blue phones
Finishing the commissioning of building systems
Project close underway
Page 6
Family Holiday Festival
Climate of Partnerships
Ronald E. McNair Middle School
Lake City, SC
Type 3: Volunteering - Organize volunteers and audiences to support the school and students. Provide
volunteer opportunities in various locations and various times.
When Ronald E. McNair Middle School (REMMS) decided to bring together students, families, staff, and
community to celebrate the holiday season, no one could have anticipated the joy it would bring. At Family
Holiday Festival, parent liaisons “wanted every family to know that we think of them not only as family to
the children, but also as part of our family here at REMMS.” For almost 400 attendees, the community party
achieved that goal and more.
Family Holiday Festival began with flyers sent home with each student announcing the “big event.” This was
followed by RSVP invitations sent by the school’s phone messenger system and on the radio. Families were
invited to decorate a holiday table, replicating the unique style and appearance of their own family tradition, and to bring a dish of their choosing for the buffet table. Community members, local merchants, surrounding communities, and REMMS staff also received invitations to the Festival.
At 6 p.m. on December 8, the Family Holiday Festival opened its ornamented doors. Families had decorated
their tables, and each department at REMMS and various school clubs also took the opportunity to participate and decorate their tables. School clubs took a lead role in the entertainment and the school’s cheerleaders performed a dance to the large and receptive crowd. A version of “’Twas the Night Before Christmas,” was written, and included students’ comical portrayals of the principal, vice principal, and other
school staff. The response from community, family, and staff was so positive that the gym-turned-banquethall barely accommodated everyone. In addition to filling seats at the decorated tables, some attendees sat
in the bleachers.
Parents, teachers, and community members provided food that represented every culture of students in
the school. There was soul food, and German, Irish, Chinese, Mexican, and other ethnic cuisine. Community
members, custodians, and office staff donated their time to help set up and serve food at the event, and
students acted as ushers and servers. Door prizes and prizes for the best-decorated tables were donated by
parents and community partners. Because supplies, food, entertainment, and time were generously donated, the only cost that REMMS incurred was about $100 for paper products. Parents, students, and staff
agreed that they had “never had a better time at a school event.”
Everyone “felt [so] welcomed and relaxed” that they “would like to do it again every year.” Students,
family, school staff, and the community attended Family Holiday Festival in an atmosphere of goodwill and
togetherness. It was, indeed, an evening spent in the holiday spirit.
Susie Blaine/Vivian Hailes
Parent Liaisons
[email protected]/[email protected]
Page 7
Honors/AP Informational Night
Careers and Post-Secondary Education Planning
Type 2: Communicating- Conduct effective communications from school-to-home and from home-toschool about school programs and student progress
Pacifica High School students and their parents spent an evening learning about the opportunities provided by the
school’s Honors/AP program. Eighth-grade students from feeder junior high schools also attended. Honors and AP
teachers formed a panel to explain the program and field questions from parents. The Action Team for Partnerships
(ATP) planned the event in response to a suggestion made by parents on the team. With over half of Pacifica’s students participating in the Honors/AP program, parents wanted more information to better help their students make
decisions to prepare for college. Pacifica’s principal opened the event by welcoming parents and students. One of the
school counselors reviewed basic information about the Honors and AP classes and discussed the role of the counselor in helping students plan for college. At least one teacher from each department participated in the panel moderated
by the speech and debate teacher. As teachers presented, parents wrote questions on forms that were provided for
teachers to answer at the end of the evening. Parents included their email addresses in case the questions were better
answered one-to-one instead of with a large group. Teachers distributed to parents informational packets, which
included a 14-page handout on frequently asked questions about the Honors/AP program. At the end of the evening,
attendees provided feedback via evaluation forms and enjoyed cookies and beverages donated by the PTSA. Parents
and teachers on the ATP worked together to plan the event. Teachers based their presentations on topics parents
indicated would be most useful to them. Students in AP or Honors classes contributed information so that teachers
could address topics of importance to students. After gathering feedback from parents and students, teachers held
two meetings to plan their presentations and clarify the event’s focus.
Honors/AP Informational Night was well-publicized, with notices on Pacifica’s website, in the school’s bulletin, and
on the marquee in front of the building. Parents distributed fliers to area junior high schools and advertised the event in
the schools’ monthly publications. The event proved helpful to all involved. College-bound students learned which
classes to take in high school, teachers’ expectations for those courses, and what to anticipate on AP exams. At the
same time, parents learned how they could support their teens in the program. Teachers gained a greater appreciation
for Honors/AP programs in other areas of study.
Pacifica High School plans to hold Honors/AP Informational Night earlier next year so next year eighth grade
parents and students will have access to the information before entering the ninth grade!
Debriefing following
each event is key to
keeping your events
Tina Johnson, ATP Chairperson
(714) 663-6579
[email protected]
Page 8
GOAL BUBBLES
Type 2: Communicating - Conduct effective communications from school-tohome and from home-to-school about school programs and student progress.
Ruth Livingston Elementary School
Pasco, WA
“G
Literacy Goal:
To increase student’s
proficiency in reading
comprehension…..”
reat event!” Parents, students, teachers, and community members often say how
much they enjoy a school activity. That is good, but not good enough for the Action Team for Partnerships (ATP) and
the faculty at Ruth Livingston Elementary School. They wanted all partners to know the educational purpose of every
involvement activity that they conducted to increase students’ success in school.
The ATP and school leaders created Goal Bubbles to make the goal of each activity explicit. A “bubble” is a short, clear
description or explanation of why a partnership activity is in the One-Year Action Plan for Partnerships. ATP members
or teachers wrote one or two sentences explaining how each activity was designed to support a specific goal in the
School Improvement Plan to benefit students, such as learning about characters in a book, becoming aware of many
careers, and using a microscope for science discoveries.
ATP co-chairs transcribed the sentences onto colorful, eye-catching Goal Bubbles, which students posted before family
involvement events. When an activity is held at the school, students post about 20 copies of a Goal Bubble on doors,
counters, walls, tables, and poles, so that parents see them and easily learn the purpose of their participation. The Goal
Bubbles helps parents see that their time is being used for a clear purpose that should contribute to student learning,
development, and well-being.
The Goal Bubbles provided parents and teachers with a common vocabulary about an activity. They also generated
conversations between parents and children about things the children were learning in class. For example, when the
ATP wanted parents and children to discuss careers after the Motion Commotion Truck Night (when all kinds of trucks
park at the school to illustrate businesses and jobs in the area that use trucks), the students posted Goal Bubbles that
read: “Increasing career awareness, one truck at a time.”
To ensure that Me and My Guys Sports Night would build relationships, not just sports knowledge, the ATP’s Goal Bubble read: “Our goal: To create a fun environment where students can spend quality time with the important guys in
their lives.”
In addition to helping families understand why partnership activities are conducted, Goal Bubbles helped the ATP and
teachers plan and evaluate the events. For example, astronomy displays were excluded if they did not meet the Goal
Bubble for the Science Extravaganza. More relevant activities and displays were added.
Goal Bubbles improved the school’s evaluation of activities beyond the number of parents or community members
attending an event. Now, ATP members can reflect on the degree to which each event supported the intentions of its
Goal Bubble. One teacher commented, “It’s nice to know the events have substance and not just fluff.”
The Ruth Livingston ATP encourages others to create and display specific goals for their partnership activities. The ATP
budget covered the $30 cost of removable glue dots. The laminated Goal Bubbles are reusable year after year for
activities that are repeated.
Goal Bubbles helped the ATP, staff, and parents clarify the reasons for conducting every productive partnership
practice. The only mind-bending question that remains is: How do you make a Goal Bubble for the Goal Bubbles?
Kelly Longsdorf, ATP Chair
[email protected]
Page 9
PRE-K/KINDERGARTEN LUNCH BREAK MAKE AND TAKE
Type 4: Learning At Home - Involve families with their children on homework and
other curriculum-related activities and decisions.
Sunset Acres Elementary School
Shreveport, LA
Sunset Acres Elementary, a school where 98% of students receive free or reduced-price lunch, wanted to get more
parents involved in their children’s education starting in the youngest grades, but they faced a serious challenge.
Many students’ parents worked more than one job, or worked at night, or on other schedules that conflicted with early-morning, after school, and evening programs and meetings. The solution was the Lunch Break Make and Take—a
chance for parents who could not come to other school meetings to be welcomed at the school, meet teachers, and
gain strategies and materials during lunch.
The Lunch Break Make and Take was conducted at the school library from 11 a.m. to 1 p.m. Parents could arrive during their lunch breaks or between their first and second jobs. Over sandwich trays, chips, and drinks, the principal and
pre-K and kindergarten teachers welcomed parents.
Each teacher brought one hands-on reading or math activity that they used in class and that could be easily reproduced during lunch. These included alphabet arcs, math file folder games, and environmental print books. After the
teachers demonstrated the activities and explained their educational purposes, parents were able to make the activities using materials arranged around the library.
As they helped parents make the activities, teachers were available for questions and answers about their expectations for young learners. Parents received gallon plastic bags to take home the learning activities that they created.
Sunset Acres Elementary School addressed several challenges in planning and conducting the successful Lunch Break.
Teachers met in advance to discuss which activities they would feature and what materials they would
need to provide. They prepared activity bags with some pre-made materials and made CDs of letters and sounds for
all attendees to take home.
To ensure that they could present their activities to the parents without losing instructional minutes with their students, teachers scheduled their presentations during their planning periods and rearranged their lunch schedules.
When teachers needed to return to class, administrators took over for them at the Lunch Break.
A second challenge was confirming parent attendance. The planning committee created fun flyers to go home with
students, sent information home in weekly folders, and advertised on calendars, newsletters, and the outside marquee. Because parents who wanted to attend had very different schedules, teachers contacted each parent to personally invited them to attend the Lunch Break.
The Teacher/Parent Involvement Liaison advises others, “Don’t be afraid to give this a try!...Most teachers already
have activities that can easily be duplicated for home, so it is easy [to implement].” The $140 cost of lunch and supplies went a long way, as community volunteers used the activity bags when they tutored students at school. Sunset
Acres hopes to hold this event twice yearly in the future.
Parents who attended Lunch Break Make and Take gained information, strategies, and materials to support their children’s early education. They also established fellowship with other parents and partnerships with their children’s
teachers. In these ways, they were able to make and take away new and useful family and school connections.
Arielle Kelly
Teacher/Parent Involvement Liaison
[email protected]