Parent Guide - Charlotte County Public Schools

Transcripción

Table of
Contents
Jenna Davids
Myakka River Elementary
CLEF Award Winner of the Tag
Art Contest
Special Thanks
Thank you to our sponsors
Ignite Graffix
Graphic Designer
Amy Biener
Diane Goodfriend
Special Thanks.......................................................................................................... This Page
Superintendent’s Message Board Members................................................................. 1
Charlotte County Schools.....................................................................................................4
Charlotte County Schools Map..........................................................................................6
Charlotte County School Directory...................................................................................7
Parent Self Assessment Checklist......................................................................................8
CCPS Enrollment......................................................................................................................10
Attendance Policies.................................................................................................................. 12
Report Cards..............................................................................................................................14
Health Services..........................................................................................................................16
Special Services........................................................................................................................ 18
Make A Difference.................................................................................................................20
Qualification of Teachers Curriculum..............................................................................22
How to Help Your Child With School...........................................................................24
Curriculum and Promotion..................................................................................................26
Education Options.................................................................................................................28
Dual Enrollment........................................................................................................................ 30
Stay Informed............................................................................................................................. 32
Terms You Need To Know.................................................................................................. 34
Immunization Requirements............................................................................................... 36
Charlotte Local Education Foundation (CLEF)..........................................................37
Grade K - 5 Report Cards................................................................................................. 38
Middle and High School Report Cards........................................................................39
School Calendars.................................................................................................................... 40
150 Ways To Show You Care...........................................................................................41
Take Stock In Children...........................................................................................................42
Parental Involvement............................................................................................................. 43
Federal Programs in Charlotte County....................................................................... 44
Lista de Control Para Auto Evaluacion de Padres..................................................45
Matriculacion Del Estudiante............................................................................................. 46
Reglas de Asistencia...............................................................................................................47
Participacion de los Padres...............................................................................................48
Mantenerse Informado........................................................................................................................52
District Vision
Student Success!
District Mission
We will provide an innovative educational
environment that allows and inspires success for
everyone.
Charlotte County Public Schools Values
A Message from the Superintendent and the Board Chair
Communication with clarity and civility
Diversity and individual differences
Effective leadership
Employees
Ethical behavior
Innovation and productivity
Safe and healthy environments
Strong connections among the home,
school, and community
Strong partnerships
Ian Vincent
Chairman
District 4
Lee Swift
Vice Chairman
District 1
Alleen Miller
Member
District 2
Barbara Rendell
Member
District 5
Bob Segur
Member
District 3
1
EXPERIENCE THE
FUTURE OF TV
To speak to a
regisTered nurse
any time of the
day or nighT, call
Consult-a-nurse®
at 941.624.4441.
Test-drive in store:
Port Charlotte – SW Corner of SR 776 and U.S. 41
or online at SeePrismTV.com
Call 941.629.9311
®
WOTITZKY, WOTITZKY,
ROSS k McKINLEY
attorneys at law
223 Taylor Street
Punta Gorda, Florida 33950
www.wotitzkylaw.com
office (941) 639-2171
fax (941) 639-8617
2
Platinum Sponsors
SUNCOAST FEDERAL CREDIT UNION
6801 E Hillsborough Avenue
Tampa, FL 336802
800-999-5887
Gold Sponsors
CENTURYLINK
1020 El Jobean Road
Port Charlotte, FL 33948
941-629-9311
MOSAIC FERTILIZER, LLC
813-500-6300
Silver Sponsors
GOLDSTEIN, BUCKLEY,
CECHMAN, RICE & PURTZ, P.A.
2852 Tamiami Trail, Suite 1
941-624-2393
PANTHER HOLLOW
DENTAL LODGE
19240 Quesada Avenue
CHARLOTTE COUNTY
FAMILY YMCA
750 W. Retta Esplanade
Punta Gorda, FL 33950
Bronze Sponsors
BB&T
19720 Cochran Blvd
Port Charlotte , FL 33954
941-255-0815
FAWCETT MEMORIAL HOSPITAL
21298 Olean Boulevard
941-629-1181
Wotitzky, Wotitzky, Ross
& McKinley attorneys at law
223 Taylor Street
941-639-2171
LITTLE CAESARS PIZZA
4200 Tamiami Trail #P
Port Charlotte. FL 33952
MOES SOUTHWEST GRILL
23050 Via Villagio #125
Estero. FL 33948
GOODFRIEND FINANCIAL SOLUTIONS
17843 A Murdock Circle,
Murdock, Fl 33948
941-629-7000
We are grateful to have such
wonderful sponsors!
3
Port Charlotte High school
Charlotte High sChool
Lemon Bay High School
Port Charlotte middle school
Punta gorda middle school
Murdock middle school
L.A. Ainger Middle School
The academy
Charlotte Technical Center
Charlotte Harbor school
baker center pre-k
4
Kingsway elementary school
deep creek elementary school
Liberty elementary school
Sallie Jones elementary school
East elementary school
Peace River elementary school
Myakka River elementary school
Neil Armstrong elementary
school
Vineland elementary school
Meadow Park elementary
school
5
Charlotte
County
Schools:
Elementary, Middle, High & Technical
6
Charlotte County Schools
1
School & Community Relations
Mike Riley, Officer
1441 Tamiami Trail Suite 365
941-255 - 7430 Fax 255 - 7433
8
Kingsway Elementary
Ronald Rogala, Principal
23300 Quasar Blvd.
941 - 255 - 7590 Fax 255 - 7591
16 Peace River Elementary
22 District Support Services
2
Baker Pre-K Center
Maureen Watts, Coordinator
311 E. Charlotte Avenue
941 - 575 - 5470 Fax 575 - 5474
9
L.A. Ainger Middle School
Marcia Louden, Principal
245 Cougar Way
Rotonda West, FL 33947
941 - 625 - 9600 Fax 697 - 5470
17 Port Charlotte High School
23 Educational Support Services
3
Charlotte Harbor Center
Herb Bennett, Principal
22450 Hancock Avenue
941 - 255 - 7440 Fax 255 - 7446
10 Lemon Bay High School
18 Port Charlotte Middle School
A
Englewood Transportation
255 Cougar Way
Rotonda, FL 33947
941-697-9550
4
Charlotte High School
Cathy Corsaletti, Principal
1250 Cooper Street
941 - 575 - 5450 Fax 575 - 5464
11 Liberty Elementary
19 Punta Gorda Middle School
B
Children & Families First
Nursing Services
Chantal Phillips/Gail Buck
3131 Lakeview Blvd.
941-255-7480
5
Charlotte Technical Center (CTC)
Bernard Duffy, Director
18150 Murdock Circle
941 - 255 - 7500 Fax 255 - 7509
12 Meadow Park Elementary
20 Sallie Jones Elementary
C
The Academy at CTC
Charlotte Virtual School (CVS)
Karen LaPorte, Principal
18300 Cochran Blvd.
941 - 255 - 7545 Fax 255 - 7548
13 Murdock Middle School
21 Vineland Elementary
Transportation Services
Richard Duckworth, Director
1026 Carmalita St.
941-575-5400
D
Murdock Transportation
17490 Abbot Avenue
941-613-0907/941-613-0908
6
Deep Creek Elementary
Adrienne McElroy, Principal
26900 Harborview Road
941 - 255 - 7535 Fax 255 - 7541
14 Myakka River Elementary
E
7
East Elementary
Lori Carr, Principal
27050 Fairway Drive
941 - 575 - 5475 Fax 575 - 5482
15 Neil Armstrong Elementary
Dave Gayler Professional
Development Center
Mary Leonard, Director
22362 Hancock Ave.
941-255-7675
Bob Bedford, Principal
2201 Placida Road
Englewood, FL 34224
941 - 629 - 4552 Fax 475 - 5260
Tom Gifford, Principal
370 Atwater Street
941 - 255 - 7515 Fax 255 - 7519
Asena Mott, Principal
750 Essex Blvd.
941 - 255 - 7470 Fax 255 - 7477
Demetrius Revelas, Principal
17325 Mariner Way
941 - 255 - 7525 Fax 255 - 7533
Deborah Carney, Principal
12650 Wilmington Blvd.
941 - 624 - 4338 Fax 697 - 6326
Angie Taillon, Principal
22100 Breezeswept Ave.
941 - 255 - 7450 Fax 255 - 7456
Jody Poulakis, Principal
4070 Beaver Lane
941 - 255 - 7622 Fax 255 - 7626
Steve Dionisio, Principal
18200 Cochran Blade Blvd.
941 - 255-7485 Fax 255 - 7493
Maria Gifford, Principal
23000 Midway Blvd.
941 - 255 - 7460 Fax 255 - 7469
Justina Dionisio, Principal
825 Carmalita Street
941 - 575 - 5485 Fax 575 - 5491
Jennie Hoke, Principal
1230 Narranja Street
941 - 575 - 5440 Fax 575 - 5444
Laura C. Blunier, Principal
467 Boundary Blvd.
Rotonda West, FL 33947
941 - 743-0188 Fax 697 - 5902
1016 Education Avenue
941 - 575 - 5400
Murdock Center
1445 Education Way
941-255-0808
7
Charlotte County Schools Parent Self-Assessment Checklist
Focus On Attitude
I
I
I
I
stress the importance of education and doing one’s best in school to my child.
express my belief in my child’s ability to be successful.
help my child set short and long term educational goals.
celebrate my child’s academic accomplishments.
Yes
Yes
Yes
Yes
No
No
No
No
Yes
Yes
Yes
Yes
Yes
No
No
No
No
No
Yes
Yes
Yes
Yes
No
No
No
No
Yes
Yes
Yes
Yes
No
No
No
No
Yes
Yes
Yes
Yes
No
No
No
No
Focus On Academics
I
I
I
I
I
support reading with age appropriate home activities.
assure that our home has a consistent time and place to do homework.
ensure that my child has access to materials needed to complete assignments.
regularly discuss and ask to see work that my child is doing in school.
attend workshops on helping my children at home.
Focus On Behavior
I
I
I
I
monitor the Internet, e-mail, chat sites and computer games used by my child.
monitor the television programs and videos viewed by my child.
teach and reinforce positive behaviors such as respect for self and others, hard work and responsibility.
am aware of enforced school behavioral expectations.
Focus On Responsibility
I
I
I
I
ensure that my child has a regular routine.
encourage my child to accept responsibility for his/her actions.
ensure that my child is in attendance and on time to school each day.
monitor and promote my child’s participation in extracurricular and after-school activities
Focus On School/Home Activities
I
I
I
I
communicate regularly with my child’s teacher in person, on the phone, by e-mail or through writing.
prepare for and attend teacher conferences; Individualized Educational Plans, Academic Improvement Plans, attend open house, science fairs, plays, musical events, class trips, sporting events, curriculum nights,.
volunteer in the school setting when possible.
This Self-Assessment is for your use and is not to be returned to your child’s school.
This Parent Self-Assessment is provided to help parents determine how involved they are in promoting a positive
education for their child and is required annually by state law.
8
Parental Participation
Parent Volunteers
As a parent your highest priority is your family. Families
can provide children with a firm foundation for learning by
participating in their child’s education as well as enhancing
their own. The following opportunities are available to
the families of Charlotte County school students and are
strongly encouraged by the school district:
Charlotte County Public Schools encourages all families
to volunteer in any area they feel comfortable. Below is
a variety of opportunities for families to assist the schools.
School Advisory Council (SAC): This is a team of people
representing various segments of the community-parents,
teacher, students, administrators, support staff, and
interested business people and community members.
Each school is required to have a SAC. These stakeholders
are responsible for the strategic planning for the school
improvement plan for their school.
School Volunteers: Through volunteering parents can
have an active role in their child’s education, as well
as the operation of the school. Everyone’s talents
are needed. You can get involved and volunteer
for as little as an hour a week. Some opportunities:
tutors, mentors, classroom assistants, office/clerical
assistants, computer aides, field trip chaperones, library
helpers, adult literacy tutors, ESOL tutors, classroom
partners, school partners. Contact your child’s school
to see their specific volunteering opportunities.
Parent Education
TransParenting: This class is mandatory in the twentieth
Judicial Circuit in all dissolutions cases in which minor
children are involved. TransParenting is an educational
program designed to teach effective parenting during the
transitions of divorce or parental separation. It impresses
upon parents the critical role they play in their child’s ability
to changes surrounding divorce.
Topics Include:
yy Feelings associated with divorce
yy Ways that children of different ages react during
transitions
yy A parenting approach that will benefit children
yy Suggested ways for talking to children about divorce
and other adjustments they will need to make
TransParenting is offered one time per month from August
through June. The fee to attend is $35.00.
In conjunction with the adult class, a group is available for
school-aged children. This is a group experience providing
children with an opportunity to begin dealing with their
reaction to their parent’s separation and divorce. When
children meet other children who face similar changes
it immediately alleviates the intense isolation children of
divorce often experience. It is an excellent start in resolving
children’s issues with the divorce and helps to bring parents
and children together. There is no charge for the children
to attend this group.
Please call (941) 255-7480 for additional information or to
register for any of the above classes.
School Support Services
School Social Work Services
School social workers provide a variety of intervention services for students, families and school staff. They all have
a Masters Degree and several are licensed clinical social
workers. They provide school-based mental health services
that help keep our schools safe and provide the support
and assistance needed for academic success:
• Attendance and truancy interventions
• Classroom support services and character education
• Short term individual and group counseling
• Individualized support services for at risk students served
in alternative programs
• Community agency collaboration and referrals
• Staff Consultations
• Dropout prevention and retrieval activities
• Crisis intervention, including suicide risk assessments,
bona fide threat assessments, and crisis response to
traumatic events
• Pre-disposition reports for students recommended for
expulsion
• Parent support and economic assistance
• Training and consultation in child abuse awareness
and reporting, suicide prevention and crisis response
For more information call the Families First Office at 941-255-7480
Homeless Education Project (HEP) Title
X, McKinney-Vento Homeless Education Act
Students from PK through 12th grade who lack a regular permanent nighttime residence are eligible for services. A Homeless
Education Liaison ensures all students have equal access to the
same free, appropriate public education by eliminating barriers to school success. Some of the services include but are not
limited to:
• Identification of homeless children and unaccompanied youth
• Assistance in obtaining documents required for
school enrollment
• Assistance with transportation to and from school, including special transportation to the school of origin
whenever feasible
• Referrals for medical, dental and mental health services
• Referrals for tutoring, and before and after school programs Referrals for housing, food and economic assis-
•
•
•
•
tance
Assistance to parents in obtaining education resources
and to facilitate parent involvement
Assistance with enrollment in the free and reduced
meals program
Assistance with payment of school activities and program fees
Training for school personnel and community members
to increase awareness of the needs of homeless children
For information call the Homeless Education Liaison at
941-255-7480.
Families First Program
The Families First Program is a full service school project
offering the following services and programs to children
and families in Charlotte County. On site services include:
yy Early Steps provides service coordination staff and
conducts bi-monthly Zone Team Meetings to discuss
strategies and suggestions to assist families and providers
serving children
yy Early Steps transiontal meetings to inform and prepare a
parent for possible transition to another program when
the child reaches the age of three
yy Florida Diagnostic and Learning Resource System
(FDLRS/Child Find) assists in locating, identifying and
obtaining services for children who have disabilities or
have special needs
yy Parent Education Programs:
TransParenting, and
Sandcastles (please call for more information on parent
programs)
yy Substance abuse counseling for CCPS students at the
FF/LBH site
yy Delinquency Case
yy Management at the FF/LBH site
yy Parent Education Program at FF/LBH site
yy Alateen support groups at FF/LBH site
Families First sites are located at:
Meadow ParkLemon Bay High School
Elementary School
2201 Placida Road
3131 Lakeview BoulevardEnglewood
Port Charlotte
Phone: (941) 475-4961
Phone: (941) 255-7480
9
CCPS Enrollment
Student Registration
Students entering kindergarten must be five (5) years old
on or before September 1st. Call the school for a registration appointment. A parent or guardian must accompany a student under eighteen (18) years of age to register
at a school. Florida law requires the following:
Written proof of current residence, address (e.g. recent
utility bill, water, electric, mortgage or lease agreement)
Proof of date of birth. Need one of the following:
•
•
•
•
•
•
•
•
Certified copy of birth certificate
Baptismal certificate showing date of birth and
place of baptism, with parent’s sworn affidavit
Insurance policy on child which has been in force at
least two (2) years
Bible record of child’s birth with parent’s sworn
affidavit
Passport or certificate of arrival in U.S.
School record, at least four (4) years prior, showing
date of birth
Parent’s sworn affidavit accompanied by a certificate
of examination from a health officer showing date
of birth
Proof of immunization from the Department of
Health, Form 680. This form is available from a private
physician or the Department of Health.
Charlotte County
Health Departments
Englewood Address:
688 San Casa Road
Englewood, FL 34224
941-474-3240
Port Charlotte Address:
1100 Loveland Blvd
941-624-7000
School Choice
School Choice permits parents to enroll their children in a school
other than the one to which they have been assigned. The
choice must be made during the month of February and will become effective at the start of the next school year. Parents or
guardians requesting a student reassignment at any time other
than in February must complete a Student Reassignment Form for
submittal to the District Hardship Committee.
For more information call Charlotte County Public Schools
941-255-0808.
February Enrollment
• During February Open Enrollment; any child of school
age who resides in Charlotte County may apply to
attend a school out of his/her assigned district.
• The appropriate reassignment form to be completed for
February Open Enrollment is the Student Reassignment
Form. Parents may obtain this form from any public
school within the district or on the Charlotte County
Public Schools website www.yourcharlotteschools.
net.
• The Student Reassignment Form must be submitted to
obtain a student reassignment and is accepted only
during the month of February. This is the only time that
reassignment requests are guaranteed, unless school
boundaries are ‘closed’ due to an increase in student
enrollment or availability of special programs.
• In addition to February Open Enrollment; parents
of kindergarten students have the option of open
enrollment by completing a Student Reassignment
Form during Kindergarten Round Up.
• If a high school student is reassigned, it must be in
accordance with the Florida High School Activity
Association (FHSAA) rules.
• Students requesting a reassignment, who wish to
participate in athletics at their new school, will be
required to have the receiving athletic director sign
the reassignment form. This signature notifies the
receiving athletic director of your application and
gives them the opportunity to review your child’s
athletic eligibility. An approved reassignment is not a
guarantee of athletic eligibility.
• Upon recommendation of the principals and the
review and approval of the Hardship Committee,
a student may be returned to the assigned school
in his/her attendance area at the beginning of the
next grading period for the following reasons: discipline
and/or attendance problems; other changes in
circumstances. (School Board Rule 5120)
Enrollment for Months Other Than February
• School Choice permits parents to enroll their children
in a school other than the one to which they have
been assigned. The choice must be made during the
month of February and will become effective at the
start of the next school year.
• Parents or guardians requesting a student reassignment at any time other than in February must complete a Student Reassignment Form for submittal to
the District Hardship Committee.
• Parents who missed the February enrollment period
may apply.
• Parents new to the county who missed the February
enrollment period and choose an out-of-district
•
•
•
•
•
•
•
school for the next school may apply.
Parents must always start the reassignment process at
the school of residence.
No child will be reassigned to a school with boundaries that are closed due to an increase in student enrollment.
Parents may obtain a Student Reassignment Form
from any school or on the Charlotte County Public
Schools website www.yourcharlotteschools.net.
The Student Reassignment Form must be submitted to
the office of the Director of Student Services for review
by the Hardship Committee.
The principal of your child’s assigned school must sign
the Student Reassignment Form in the space referred
to as Sending Principal.
After obtaining the Sending Principal’s signature,
parents must obtain the signature of the principal of
the school which is being requested, referred to as
Receiving Principal.
Students will be able to change schools after the
Hardship Committee’s approval at the start of the
next grading period.
For Your
Information
School buses are equipped with video cameras, which are activated while students are riding the bus.
School Starting Times
Elementary Schools: Deep Creek, Liberty, Sallie Jones, Meadow
Park, Myakka River 8:35 a.m. to 2:35 p.m.
Elementary Schools: East, Kingsway, Peace River, Neil Armstrong,
Vineland, Baker Center, 8:55 a.m. to 2:55 p.m.
Middle Schools 9:25 a.m. to 3:55 p.m.
High Schools/Charlotte Harbor Center 7:25 a.m. to 1:55 p.m.
Academy/Charlotte Technical Center 7:55 a.m. to 2:25 p.m.
Sha ‘Breece Bartley
Liberty Elementary
10
August
“Make sure kids’ time at home is meaningful. Set
aside at least one evening a week as family time.”
No School
YRS No School
Sunday
ool means
h
c
s
o
t
k
c
a
B
g!
back to savin e?
plan to sav
r
u
o
y
's
t
a
h
W
Monday
Tuesday
Wednesday Thursday
Friday
Saturday
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
18
19
20
21
22
23
25
26
27
28
29
30
First Day
for Teachers
To speak to a
regisTered nurse
any time of the
day or nighT, call
Consult-a-nurse®
at 941.624.4441.
17
First Day
for Students
24
Professional
Development Day
31
YRS No School
YRS No School
11
Attendance Policies
School Attendance
School Attendance is required of all students, kindergarten, through age 16.
Students who have excessive excused or unexcused absences will be referred to the Child Study Team for appropriate interventions. For more information, see the
CCPS Code of Student Conduct.
The School Board maintains that daily school attendance is
essential to the educational success of each student.
Students are expected to be in school and the class on
time in order to receive full benefit from the instructional
programs of the Charlotte County Public Schools.
Parents are expected to notify the school when their child
is absent.
For purposes of gathering statistical data, all absences will
be recorded in the office as excused, unexcused, or absence due to an out-of-school suspension.
What Happens If Your
Child Falls Behind?
Each student must participate in the statewide assessment tests.
A student who does not score at Level 3 or above in reading and
mathematics, or a 4.0 in writing, must be provided with additional
diagnostic assessments to determine the nature of the student’s
difficulty and areas of academic need.
If your child is struggling to perform at his grade level in
reading or math, as indicated by scoring at Level 1 or 2 on the
FCAT 2.0 reading or Math, or less than a 4.0 on the FCAT 2.0 writing, you will receive a letter asking you to come in for a conference. At that time, a Progress Monitoring Plan (PMP) will be developed that will outline what type of extra help your child needs
and how she/he will get it. The plan also includes what your child
will need to be able to do academically in order to be on par
with his/her grade level.
•
•
•
•
•
•
•
•
Illness of student
Serious illness or death in student’s immediate family,
including significant other
Students excused from school for head lice or nits will
be allowed up to three (3) school days to remove
the lice or nits. After three (3) school days for a single
occurrence, the absences will be considered unexcused unless the principal or designee extends the
excused classification for special circumstances
Doctor or dental appointments. Parents are encouraged to schedule appointments after school hours
Health issues as they relate to pregnant teens, teen-
•
•
•
•
There is a system for reviewing homework assignments
that promotes learning
Parents shall be fully informed of the school’s homework policy
It is expected that parents instill in their children the
responsibility to see that homework is completed and
returned ( School Board Rule 4.16)
Check on your school's website Focus Portal link and
click "focus" to be sure your child is turning in all assignments
Unexcused Absence
•
•
•
•
•
•
Excused Absence
•
•
age mothers and/or their children. Appointments
after school are encouraged
Legal matters
Religious holidays/training of the student’s specific
faith or religious instruction. Students shall be excused
from any examination, study, or work assignment for
observance of a religious holiday or because the
tenets of his/her religion forbid secular activity at such
time
Special honors and/or awards.
Note: Trips with parents are considered unexcused
unless they have the principal’s permission three (3)
school days in advance
School sponsored trips, extracurricular activities,
assemblies, and internal suspension are not considered absences
•
•
•
•
Absent from school or class without the knowledge
and permission of his/her parents or guardian of
school authorities
At the secondary level, Absence beyond nine (9)
school days per semester are considered excessive
and will be counted as unexcused unless official
documentation is provided
Excessive excused or chronic absences
Students accumulating more than fifteen(15) chronic/excessive excused absences or absences, which
occur in patterns week by week at any time during the
school year, may be required to provide documentation per the request of the principal. Failure to provide
adequate documentation may result in absences
being considered unexcused with a referral for
truancy
Students accumulating as few as five (5) unexcused
absences in a calendar month may be referred to
Truancy court
Students accumulating more than fifteen (15)
unexcused absences in a 90 day period are subject to
Drivers License revocation
Homework
Homework is an extension of learning and is important
for improved student achievement. Each school is expected to have homework guidelines tailored to its
student population, including a system for reviewing
which promotes learning
Homework is designed as an extension of school
class work for the purpose of learning, practice, and
reinforcement
Homework is purposeful and meaningful, and enhances the school learning experience
Homework assignments are with the capabilities of
the individual student
Nayla Blaich
Deep Creek Elementary
Homework is part of school and you can help your child
do it well. Homework is given for a variety of reasons: practice, review, prepare for upcoming lessons, or teach them
how to work on their own. Here are some tips for homework:
• Set up a regular time and quiet place for your child
to work. Try to avoid television, radio, and other noise
• Have your child’s materials (pencil, paper, pens, erasers, calculator, computer) located in one area
• Ask your child’s teacher if a homework calendar is
available so that you can keep track of the assignments. If no calendar is available, make one with your
child
• If your child is having trouble with homework, talk to
the teacher about the homework
• Have your child work on homework, take a break, and
then return to the work and check it over
For more information on homework help check
www.ParentSmart.com
12
September
“Ask a young person to
teach you a new skill.”
No School
YRS No School
Sunday
Wednesday Thursday
Friday
Saturday
Monday
Tuesday
1
2
3
4
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
5
6
Labor Day
o debt!
Don't fall int e credit
e
Get yo ur fr oday!
report t
13
Academic Reporting
Report Cards
Report cards are issued as follows:
Grades K-12 – four (4) times per year; and
Year Round School Grades K-5 – three (3) times per year.
All schools use a standard report card as the primary means
of reporting student progress.
Selected programs utilize a standardized reporting insert in
combination with the regular report card.
Report cards give an annual report of student progress towards achieving state and district expectations for mastery
of standards in reading, writing, mathematics, science, and
social studies based on results of district and statewide testing.
Report cards indicate to parents whether a student is working at a level below that expected for his/her assigned grade
placement.
For students with disabilities, the report card will include
progress toward achievement of Individual Education Plan
(IEP) goals and objectives.
For ELL students, progress should be communicated in a language that the parents understand, whenever feasible.
determined in part by grade level proficiency in reading,
writing, mathematics, and science as assessed by classroom work, portfolios, teacher/staff observation, teacher assessments, and data from district and state assessments.
For more details see CCPS Student Progression Plan at
www.yourcharlotteschools.net
Courses Earning
Weighted Grade
Point Value
Courses Earning Weighted Grade Point Value
1.0 Additional Point Value for Core courses (Math, English,
Science, Social Studies) at the Advanced Placement or
Dual Credit level
.5 Additional Point Value for Core courses (Math, English,
Science, Social Studies) at the Honors level; Adult courses
taken as dual credit at Charlotte Technical Center (CTC);
Foreign language at level III and above.
Note: A standards-based report card is being piloted in four
schools. Please contact CCPS for more information.
Student Progression
Good communication concerning student progress is informative, purposeful and ongoing. Student progress will be
reported to parents in the following ways:
Teacher/parent conferences
Periodic informal written or oral communication
Interim reporting at least once per marking period for all
students and on a daily, weekly, or as needed basis for
students experiencing difficulty
Student progress reporting will include proficiency data in
reading, writing, mathematics, and science as gathered
through:
Classroom work
Observations
Portfolios
Classroom assessments
District assessments, where appropriate
State assessments, where appropriate
Each student’s progression from one grade to another is
Retention-Grades
K-12
•
Any child being considered for retention should be
referred to the Child Study Team who will analyze the
contents of the cumulative record prior to a recommendation for retention. This team will also gather
input from related classroom teachers and other appropriate school personnel.
•
When retention is the recommendation, parents/
guardians must be advised immediately, through a
parent conference, at which time future program
modifications will be discussed.
•
When students are retained, they must be enrolled in
an intensive program that is different from the previous year’s program and that takes into account the
student’s learning style.
•
No student can be assigned to a grade level based
solely on age or other factors that constitute social
promotion.
•
The principal has the final authority to determine the
placement of students except for good cause promotions at grade three (3) which must be reviewed
by the superintendent.
Grading Scale
Grades K-2 Student Performance Indicators are as follows:
O: Outstanding;
S: Satisfactory;
I: Some progress made, but improvement is needed at this time;
and
U: Unsatisfactory.
Rated Areas of Performance
Language and Literacy;
Mathematics;
Science; and
Social Studies.
Personal and Social;
Other basics such as art, music, computer, career education,
Spanish, and physical education are rated on the same scale.
Grades 3-12 Report Cards
Letter grades for reading, language, mathematics, science/
health and social studies are based on the following numerical
scale:
A: 90-100;
B: 80-89;
C: 70-79;
D: 60-69; and
F: 0-59.
Grades 3-12 other basics such as art, music, computer, physical
education, and areas of personal development are rated as
follows:
O: Outstanding;
S: Satisfactory;
I: Some progress made, but improvement is needed at this time;
and
U: Unsatisfactory.
14
No School
“Send cards or e-mail greetings to children you
know to mark holidays, birthdays, and other
important milestones in their lives.”
October
YRS No School
Sunday
Monday
Tuesday
Wednesday Thursday
1
Friday
Saturday
3
2
4
FTE Count/Window
Happy International
Credit Union Day!
6
7
8
9
10
FTE Count/Window
FTE Count/Window
FTE Count/Window
FTE Count/Window
FTE Count/Window
13
14
5
11
Come see how we're celebrating.
facebook.com/SuncoastCreditUnion
12
15
16
17
18
EXPERIENCE THE
FUTURE OF TV
FTE Count/Window
End of
1st Trimester
FTE Count/Window
Columbus Day
19
20
End of Quarter 1
FTE Count/Window FTE Count/Window
FTE Count/Window
21
22
23
24
28
29
30
31
25
Call 941.629.9311
Teacher Work Day
NO SCHOOL?
Go to YMCA Camp!
629-2220
YRS Fall
Intercession Begins
26
27
YRS Fall
Intercession Ends
Happy Halloween!
15
Health Services
School Nurse
Charlotte County Public Schools employs a full-time
Registered Nurse or Licensed Practical Nurse at each
school.
School nurses provide a variety of services, which include:
administration of medication
providing skilled nursing treatments
health screenings such as vision, hearing, body mass
indexing and scoliosis
health care management during school hours for those
students with health challenges or chronic diseases
treatment of illnesses and injuries occurring during the
school day
Health Screenings
Florida law mandates students enrolled in KG, 1st grade, 3rd
grade and 6th grade receive health screenings. The screenings
are usually completed during the first semester of school. If a discrepancy is noted during the screening process, a letter will be
sent to the parent requesting a follow up with a physician or optometrist.
When notified by the parent of financial difficulties, the school
nurse will contact the Families First Program in an attempt to connect with an appropriate community agency to meet a student’s
needs. Confidentiality will be maintained at all times. It is the parent or guardian’s responsibility to follow through on the referral
process.
Other health screenings, which can occur at any school include,
pediculosis, scabies, impetigo, ringworm, and immunization review. If a discrepancy or concern is noted by the school nurse,
parents will be notified by telephone and a letter requesting
treatment or follow up will be sent home.
Questions and/or concerns should be directed to the Supervisor
of District Health Services at (941) 255-7480.
Medication Policy
Charlotte County Public Schools recognize a student may
have an illness that does not prevent him/her from attending
school but does require a FDA approved medication by a licensed medical physician for relief or cure. Parents should be
giving medications and/or treatments at home except, when
in a physician’s opinion, it is deemed vital that it is given during
school hours.
The following guidelines are an extraction from the Nursing
Procedure Manual. Please refer to this manual for the complete
policies and procedures.
the school until the parent/guardian can pick up the student.
The following rules must be observed:
The readmission of a student who has had a communicable
disease shall be in accordance with instructions provided by
the Charlotte County Health Department. A written statement
from the student’s licensed health care provider that the student is free from communicable disease is required for readmission to school.
An adult must transport all medications to and from school. It
must be in the original container, labeled with the student’s
name, name of drug, directions concerning dosage, time of
day to be taken, physician’s name and date of prescription.
Upon receipt, the nurse/designee will count and record (in the
student’s Medication Administration Record) the number of
tablets received in the bottle.
Students are not permitted to carry prescription or non-prescription medication on his/her person unless prior special arrangements have been made.
The parent/guardian must supply a completed Physician and
Parent Medication Authorization Form for each prescribed
medication to be administered at school.
A Physician (MD), Advanced Registered Nurse Practitioner
(ARNP), or Physician Assistant (PA) must prescribe all over the
counter medications including Tylenol and herbal remedies.
Meningococcal disease, commonly known as meningococcal meningitis, is a potentially fatal bacterial infection that can
cause severe swelling of the brain and spinal cord (meningitis)
or a serious blood infection (meningococcemia). Teenagers
and college students can help reduce their risk of contracting
meningococcal disease by being vaccinated. Contact your
healthcare provider for further information.
What you can do to prevent the flu!
Education, personal preparedness and prevention are essential to containment when a pandemic event occurs.
•
Don’t spread your germs: Cover you nose and mouth with
a tissue when sneezing, coughing or blowing your nose. If
tissues are unavailable then cover your sneeze by sneezing
into the bend of your arm
•
Discard used tissues immediately into the trash
•
Always wash your hands after sneezing, blowing your nose,
or coughing or after touching used tissues or handkerchiefs
It is the parents’ responsibility to notify the school nurse of
changes in medication schedules and complete the appropriate forms.
•
Wash hands with warm water and soap. Alcohol-based
hand sanitizer may be used if soap and water are not
available
Questions or concerns should be directed to the Supervisor of
District Health Services at (941)-255-7480.
•
Wash hands often if you are sick
•
Stay at home if you are sick, especially if you have a fever
and cough
•
Make an appointment with your doctor as soon as you can
if you have a fever and cough, and follow their instructions.
Take medications as prescribed and get plenty of rest
•
Don’t pick up germs from others
•
Wash your hands before eating or touching your eyes,
nose or mouth
•
Wash you hands after touching anyone else who is sneezing, coughing, blowing their nose or whose nose is running
•
Don’t share things like towels, lipstick, toys, cigarettes or
anything else that might be contaminated with respiratory
germs
•
Don’t share food, utensils or beverage containers with others
•
Education, personal preparedness and prevention are essential to containment when a pandemic event occurs
All medications will be stored in a designated, locked storage
area. Those medications requiring refrigeration will be kept in a
lock box in the health center’s refrigerator.
The student is responsible for coming to the School Health
Center at the appropriate time for medication, but the nurse/
designee is responsible for monitoring compliance.
Communicable
Disease
In order to protect the health and safety of the students, school
personnel, and the community at large, the Board shall follow
all State statutes and Health Department regulations which
pertain to immunization and other means for controlling communicable disease spread through normal interaction in the
school setting.
Communicable diseases are those diseases that are transmitted from person to person through direct/indirect contact with
sources of infection; droplet spread by coughing or sneezing;
airborne dust, particle, or moisture in the air; or by contaminated food, water or blood.
When available, the professional judgment of licensed health
personnel shall be used to determine the temporary exclusion
and readmission to school, based on established protocols,
professional assessments, and/or contact with other health
care providers, in accordance with standard medical practice. The Principal, or designee, may exclude that student from
the school building or isolate the student with supervision within
Questions and/or concerns should be directed to the Supervisor
of District Health Services (941)-255-7480.
16
November
“Vow to say one encouraging thing to
a young person each day.”
No School
YRS No School
Sunday
Monday
Tuesday
Wednesday Thursday
Friday
Saturday
1
2
5
6
7
8
11
12
13
14
15
17
18
19
20
21
22
24
25
26
27
28
29
Teacher Work
Day
Daylight Savings
Time
9
Need a savings check up?
4
3
Professional
Development Day
10
You and your family are
eligible for membership
.
!
Stop in today
Veterans Day
16
23
30
Hurricane
Makeup Day
Hurricane
Makeup Day
Happy
Thanksgiving
17
Special Services
Special Accomodations
& Modifications
Parents are a part of the process of planning and delivering services to their child. You will want to work with the school by giving
information, asking questions, making suggestions and helping to
make decisions.
Once a child is determined eligible for special services, an
Individual Educational Plan (IEP) is developed. The plan outlines
for you, the teachers and other school staff which special services
will be provided to your child. Your child may need changes in
teaching or testing in order to make progress and demonstrate
acquired learning.
Accommodations are assistive changes in how a child is taught
or tested such as audio books paired with print, extra time for tests
or having a behavioral contract.
Modifications are changes in what a child is expected to learn,
such as working in an alternate curriculum or, taking alternate
tests.
The IEP must include a statement about any accommodations
that will be made for your child in the administration of state
or district assessment, for example The Florida Comprehensive
Achievement Test (FCAT 2.0). The IEP team determines the
accommodations necessary for your child to demonstrate what
he knows, however, accommodations must adhere to the test
publishers’ requirements. Accommodations must also be those
that are routinely utilized in the classroom. Please note, some
routine accommodations are not allowed during the FCAT 2.0
and other assessments.
Accommodations may include differences such as:
yy Test presentation- large print, Braille, signed or oral
yy Student responses- responding writing in test booklet, separate
paper, Braille or verbally answering questions
yy Scheduling- use of extended time, taking the test over several
brief sessions
yy Setting- in small groups, individually or in a specialized
classroom to accommodate special lighting or equipment
yy Assistive devices- calculators, technology devices, or visual,
auditory magnification devices
yy Other unique accommodations may be approved as long as
they have been regularly used by the student for classroom
instruction and must not alter the content of the test
Exceptional Student
Education Services
Here is what you must do to refer your child for possible
exceptional student education services, including placement
in a gifted program:
yy Discuss an evaluation with school staff
yy Be an active participant in meetings at your child’s school
yy Give the school any reports you may have from your child’s
doctor to assist the evaluations
yy After the evaluation has been completed and it has been
determined that your child needs special services, you will
be asked to participate in a meeting.
yy At that meeting the test will be explained to you and the
team, you included, will work together to develop an
individual educational plan ( I.E.P.)
The IEP has two purposes:
To write goals for one year of your child’s learning and behavior that are reasonable and can be measured; and
To explain what services your child needs.
yy Your input is very important. If the time they set for
the meeting is not appropriate, call and ask them to
reschedule
yy There are other people involved in this meeting who
work with your child including the regular and special
education teachers, evaluators, and Local Education
Agency representatives. Other staff may be invited as
necessary
yy Everyone is there to help your child receive a good
education with all the services he/she needs.
The IEP is reviewed at least annually, but if it’s not working, any
member of the team may request that it be reviewed sooner.
grades 3 through 10 also take the State Assessment each
year. Limited English proficient students in Charlotte County
come from as many as 30 different countries and speak
over 20 different languages.
Parent's Top 12
As a parent, here are 12 things you should know about and
expect from your schools...and yourself:
•
•
•
•
•
Promotion for Exceptional Education Students
ESE students receiving instruction with ESE support will have the
following considered for promotion:
yy Individual Education Plan (IEP) including how the student’s
disability affects the student’s participation in the general
curriculum
yy Classroom performance
English Language
Learners
Students who are Limited English Proficient (LEP) are served
in their own schools by teachers and other professional
educators who have been trained in strategies to help
them learn English along with their academic subjects, and
to modify the curriculum to meet their needs. The students
are assessed for proficiency in listening, speaking, reading
and writing each year with the Comprehensive English
Language Learning Assessment, or CELLA. The students in
•
•
•
•
•
•
•
Be there, your involvement matters. Research shows
that students with involved parents are more likely to
earn higher grades and test scores, enroll in higher-level
programs, be promoted and earn credits, attend school
regularly, have better social skills, and graduate and go
to college.
You can be involved in many ways. Watch the ordinary
become extraordinary every day! By creating strong connections between home and school, you can establish
a learning environment at home for the whole family.
Teachable moments are everywhere!
Be their favorite teacher! You are your child’s first and
most important teacher. Make learning a natural part of
your day.
Schools need you.
Parent involvement is the key challenge facing schools.
Teachers and principals are desperate for parents like
you to be involved. Each and every school in Charlotte
County shares the same vision...Student Success!
Understand what the learning standards are in each
grade.
Parents and students need to know at the start of the
school year what is being taught in English, math, science, social studies, and other subjects in each grade.
Become familiar with the school’s behavior standards.
You should be informed of how your child’s school is
performing.
Middle and high school parents should be aware of
what is required for your child to apply to college. Middle
school is not too early to begin learning what kind of
courses your child should be taking to choose their future
careers.
Know your child’s educational options.
Your important questions should get answers.
Is your child safe? What is expected of your child? How is
learning measured? Whether on the phone, in person, or
on the internet, your school should be willing to share the
answers to these and other important questions.
Reading and conversation lead to student success.
READ! READ! READ! Have vocabulary rich conversations
with your child throughout each and every day.
Your Charlotte Schools and You!
In order to be successful, parents and teachers need a
team effort. That’s why you are invited to ”Be There.”
18
“Always ask where kids are going, with
whom, and when they’ll be back.”
No School
December
YRS No School
Sunday
Wednesday Thursday
Friday
Saturday
Monday
Tuesday
1
2
3
4
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
5
6
Happy Holidays!
Cash in on family time.
WOTITZKY, WOTITZKY,
ROSS k McKINLEY
attorneys at law
Winter
Break Begins
223 Taylor Street
www.wotitzkylaw.com
office (941) 639-2171
fax (941) 639-8617
28
Christmas
Holiday
29
30
31
New Years Eve
19
Make A Difference
Discovering What Kids Need To Succeed!
Healthy Communities Healthy Youth
Developmental Assets
In 1990, Search Institute released a framework of 40 Developmental Assets, which
identifies a set of skills, experiences, relationships, and behaviors that enable young
people to develop into successful and contributing adults. Over the following
two decades, the Developmental Assets framework and approach to youth
development became the most frequently cited and widely utilized in the world,
creating what Stanford University’s William Damon described as a “sea change” in
adolescent development.
•The more assets kids have, the better.
•Youth with high asset levels are less likely to engage in high-risk behaviors
(such as violence, sexual activity, drug use, and suicide)
•Youth with high asset levels are more likely to engage in thriving behaviors
(such as helping others, doing well in school, and taking on leadership
roles).
Assets are crucial for the healthy development of all youth, regardless of
•community size
•geographic region
•gender
•economic status
•race or ethnicity
This calendar provides twelve tips for action or activities to use towards the healthy
development of your children. These short sayings will help young children grow up
healthy, caring and responsible.
Look for the Community Asset Tip of the Month to use with your child.
Reprinted with permission from Search Institute®. Copyright © 2008 Search Institute, Minneapolis, MN; 800-888-7828;
www.search-institute.org. All rights reserved.
20
“Tell parents when you see their children being
responsible or generous in their actions. Offer praise
more often than you report misbehavior.”
No School
January
YRS No School
Sunday
Monday
Tuesday
Wednesday Thursday
Friday
1
2
Saturday
3
New Year's Day
4
New Year, new you!
6
7
8
9
10
13
14
15
16
17
5
Come see how our members
are getting into financial shape!
Students Return
11
12
Students Return
EXPERIENCE THE
FUTURE OF TV
End of Quarter 2
18
19
20
21
Teacher Work
Day
22
23
24
30
31
Call 941.629.9311
100th Day of
School for East
Elementary & Sallie Jones
Martin Luther King
Jr. Day
Cultivating our
community’s education.
Helping the world grow
the food it needs.
25
mosaicco.com/florida
®
26
27
28
29
FTE Window
21
Student Success
Qualifications of
Teachers
Priority: Reading
Historically, the Charlotte County Public Schools Board has
worked to fill Charlotte County classrooms with the most professionally qualified and caring teachers available. The No Child
Left Behind Act of 2001 (NCLB) requires that all teachers in core
academic subjects be highly qualified in their area of teaching
assignment.
One of the key requirements of the Florida Standards for Reading
is that all students must be able to comprehend texts of steadily
increasing complexity as they progress through school. By the
time they complete the core, students must be able to read and
comprehend independently and proficiently the kinds of complex texts commonly found in college and careers.
All newly hired teachers must be highly qualified at the time
of their employment, especially in Title 1 schools. Teachers are
considered to be highly qualified if they (1) have a bachelor’s
degree ; (2) have full-state certification ; and (3) have demonstrated subject-matter competence in the area(s) taught.
Every teacher, parent and child knows that reading is the most
important skill taught in elementary school. There are five components for reading that children must learn in order to learn to
read. To be able to help your child in reading, it is necessary for
parents to know and understand the five components. They are:
In addition to the federal NCLB requirements, the State of
Florida requires schools to notify parents if their child’s teacher
is ‘out-of-field’. An out-of-field teacher is one who is not yet fully
certified in the area they are assigned to teach.
Phonemic awareness – Student can hear, blend, and isolate
sounds in words, can rhyme, and recognize syllables.
Phonics – Student can represent sounds with letters (print, written
language).
Fluency – Student can recognize most commonly used words in
the English language, and can read appropriate text at a reasonable rate with proper expression.
Vocabulary – Student can understand, recognize, and use appropriate grade level language.
Comprehension – Student can think, understand, and explain
about what they read.
Written
Communication
Science
Inquiry/Investigation & Explanation/Communication: Student
can ask questions, use materials, carry out investigation to learn
and demonstrate knowledge of concepts.
Social Studies
Inquiry/Investigation & Explanation/Communication: Student
can recognize historic events, significant individuals and holidays.
Student understands maps represent the real world. Student understands the need for and the rules of society.
Priority: Math
Mathematical Practices:
1. Make sense of problems and perservere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Focus: Student writes to communicate ideas and information effectively.
Organization: Student can revise the sequence of events in his or
her story after receiving feedback.
Support: Student writes a paragraph on a topic with details, core
words, capitals, and punctuation. The student can also tell why or
give reasons for their thoughts.
Conventions: Student drafts and revises simple sentences and
passages, stories, letters, and simple explanations that
yy express ideas clearly;
yy show an awareness of topic and audience;
yy have a beginning, middle, and ending;
yy effectively use common words;
yy have supporting detail;
yy and are in legible print.
22
No School
“Ask children to read to you as they learn to
read. Show them that you are excited and
proud of their reading.”
February
YRS No School
Sunday
Monday
2
1
FTE Window
FTE Window
FTE Window
15
16
5
4
10
9
FTE Window
Wednesday Thursday
3
FTE Window
8
Happy Valentine's Day!
Come see how much
we love our members.
Tuesday
FTE Window
17
13
FTE Window
YRS End of
2nd Trimester
FTE Window
18
6
FTE Window
22
23
7
14
Valentine’s Day
19
20
21
26
27
28
President's Day
Saturday
FTE Window
12
11
FTE Window
Friday
FTE Window
Teacher Work Day
24
FTE Window
FTE Window
25
23
Encourage Reading
How to Help Your Child
Perform Better
Babies
Read to your baby for short periods several times a day. As
you read, point out things in the pictures. Name them as you
point to them. Cardboard or cloth books with large simple
pictures of things babies are familiar with are the best place
to begin.
Children Ages 1-4
Talk with your child as you read together. Point to pictures
and name what is in them. When he is ready, ask him to do
the same. Ask him about his favorite parts of the story, and
answer his questions about events or characters.
Wherever you are with your child, point out individual letters
in signs, billboards, posters and books. When he is 3 to 4 years
old, ask him to begin finding and naming some letters.
Kindergarten
Read predictable books to your child. Teach him to hear
and say repeating words, such as names for colors, numbers, letters and animals. Predictable books help children to
understand how stories progress. A child easily learns familiar phrases and repeats them, pretending to read.
Practice
the
sounds
of
language
by
reading books with rhymes and playing simple word
games (i.e. How many words can you make up
that sound like the word "bat”?)
Children, First Grade
Point out the letter-sound relationships your child is learning
on labels, boxes, newspapers and magazines.
Listen to your child read words and books from school. Be
patient and listen as he practices. Let him know you are
proud of his reading.
Children, Second - Fifth Grade
Build reading accuracy by having your child read aloud
and point out words he missed and help him read words correctly. If you stop to focus on a word, have your child reread
the whole sentence to be sure he understands the meaning.
Taken from the U.S. Department of Education Helping Your
Child Become A Reader” and The Partnership for Reading
Put Reading First” publications.
Is My Child Learning?
Look regularly at your child’s homework assignments and
samples of work he/she brings home.
At the secondary level ask for a copy of the course outline
(syllabus) for each class.
Make sure to look at progress reports and report cards.
Be informed about your child’s school performance. Talk to
your child and to the school about this. Let them know that
you expect the best from your child and from the school.
Ask your school how the Sunshine State Standards/New
Generation State Standards are a part of the curriculum.
Be aware of the Grade Level Expectations for your child’s
grade. You can get this information from your child’s teacher
or online at the Florida Department of Education, www.fldoe.
org
Obtain a copy and thoroughly review your school’s Parent
Handbook.
Discuss your child’s performance, both in class and on assessments, with the teachers. Develop a plan for improvement,
if necessary.
Discuss the importance of academics with your child.
Be aware of courses completed and grades.
Make your child aware of career opportunities. Most jobs require high levels of problem solving, math, and reading.
Make sure your middle school or high school child is enrolled
in the proper courses for college enrollment and/or career
opportunities.
Check on exact dates for all school events, including any testing.
Provide a supportive environment at home that encourages
children to prepare for upcoming academic activities.
Have a place to do homework.
Prepare for tomorrow the night before.
Get all papers and books together in one place.
Get a good night’s sleep.
Test Stress
Test anxiety is real and causes genuine suffering. A little
nervousness before an exam can sharpen a person’s attention and help him to do better, but stress that is persistent and extreme can prove disastrous.
Common Symptoms:
•
Extreme nervousness, irritability, dread, or hopelessness as a
test approaches
•
Inability to remember facts that were known before the test
•
Excessive yawning (the body’s method of increasing oxygen
to the brain)
•
Upset stomach, asthma attack, headache, perspiration or
high blood pressure
•
Mock indifference: ‘I don’t care, the whole class is stupid
and boring.’
•
After the test: feelings of guilt, anger, depression, or blaming
performance on others
•
What Can Be Done?
•
Just as the stress system can be triggered by an image of
danger, it can be calmed by an impression that danger has
passed. The ‘test stressed’ individual can learn techniques
to both prepare for a successful test experience and to calm
their minds during a test.
Conferences
•
Before Test Day
•
Study! Some say they have test anxiety, when in reality they
are excusing lack of preparation.
A good way to find out how your child is doing in school is
through a parent-teacher conference. The teacher may
request a conference or you may request a meeting. Tips
for having a successful parent-teacher conference are:
•
Avoid ‘cramming’! Waiting until the last minute can increase
the stress hormone level and reduce memory.
•
Organize your time to get the most out of opportunities to
study.
•
Make a list of questions and concerns you have and write
them down.
•
Have all your test-taking materials together the night before
the test.
•
Keep track of your child’s schoolwork to help you with your
questions.
•
•
Listen to what the teacher has to say and ask questions if
you do not understand what the teacher is trying to tell you.
Stay away from drugs and alcohol (some give false confidence, others dim your thoughts and rob you of your motivation).
•
Get plenty of sleep the night before the test.
•
Schedule a follow-up appointment if necessary.
•
The Day Of The Test
•
Try to work with the teacher to help your child; teamwork is
the best approach.
•
Have a good breakfast. Don’t eat sugary food that will make
you sleepy half way through the test.
•
Some Questions to keep in mind:
•
Get to the test site early.
•
Is my child performing at grade level?
•
Avoid negative, anxious, over-stressed people.
•
What are my child’s strengths and weaknesses in reading,
mathematics, science, and social studies?
•
Get a drink of water and go to the restroom before the testing period.
•
How much time should my child be spending on homework?
•
Choose a seat where you will be least distracted.
•
Does the school have special programs to meet my child’s
needs?
•
Do some stretching exercises to get rid of tension and help
thinking more clearly.
•
What can I do at home to support what is happening in the
•
•
classroom?
Be positive. Remind yourself that you have done a great job
of preparation.
•
What is the best way to keep in touch with you?
•
Visualize success.
24
No School
YRS No School
March
“Talk with young people about school and learning. Ask
what they like about school and what they wish they
could change about it.”
Sunday
Monday
1
2
Tuesday
3
Wednesday Thursday
4
Being smart about $
= being smart about life.
Daylight Savings
Time
15
9
7
YRS Spring
Intercession Ends
10
11
12
Spring Break Begins
16
Saturday
6
5
YRS Spring
Intercession Begins
8
Friday
13
14
Spring Break Ends
17
18
19
20
21
25
26
27
28
Happy St. Patrick’s
Day!
22
23
24
NO SCHOOL?
29
Go to YMCA Camp!
629-2220
30
31
25
Curriculum & Promotion
Elementary School
Curriculum
Grades K - 5
Students in kindergarten through grade five will be provided
instruction at their appropriate instructional level(s) and will
follow the curriculum that include the following subjects:
ELA - FL Standards
yy K - 2 — Emphasis On Learning To Read
yy 3 - 5 — Emphasis On Reading To Learn
Mathematics
Science
Social Studies
Other subjects in the curriculum may include the following:
•
Physical Education
•
Music
•
Art
•
Computer Technology
•
STEM (Science Technology, Engineering, and Math) Lab
•
Career Education
•
Personal/Social Development
•
Media
Curriculum shall be determined by the following:
yy Laws of the State of Florida
yy Florida Standards and Next Generation Sunshine State
Standards
yy Topic or subject matter required by the State Board of
Education
Middle School
Curriculum
Grades 6th - 8th
Students in grades six through eight will be provided instruction at
their appropriate instructional level(s) and will follow a curriculum
that includes the following subjects:
yy Language Arts (3 years)
yy Math (3 years)
yy Science (3 years)
yy Social Studies (3years)
Students in need of additional instructional support in the area
of reading, determined by assessments including FCAT 2.0, will
receive intensive reading instruction. Level 1 and 2 FCAT 2.0
Reading students who are identified as being disfluent in oral
reading will be placed in a two periods intensive reading block
using the READ 180 program. Level 1 and 2 FCAT 2.0 Reading
students who are identified as being fluent in oral reading will be
placed in a one period intensive reading class.
Qualified 8th grade students may elect to take Honors Algebra I,
Honors Integrated Science, and Spanish I for high school credit.
Students are required to enroll in a semester of Career Education
in the 8th grade.
A variety of ”elective experiences” may be offered by schools
including but not limited to:
yy Applied Technology
yy Art
yy Band
yy Chorus
yy Drama
yy Character Education
yy Spanish
yy Critical Thinking/Problem Solving
yy Health
yy Energy/Environmental Education
yy Physical Education
yy Multi-cultural Awareness
yy Holocaust Awareness
yy Veteran Sacrifices
yy Other as determined by state law
yy Needs of Students
A variety of support services are available to students to help
them meet the performance standards of each subject.
Summer reading camps will be available to serve retained 3rd
graders.
•
Promotion/retention for grades K-5 will not be determined
solely on the basis of a single test/method except in grade 3.
Grade three students who do not score at level 2 in reading
on FCAT 2.0 will be retained except for those students who are
promoted for good cause.
•
The primary responsibility for determining and documenting
each student’s level of performance and ability to function
academically, socially, and emotionally at the next grade
level is that of the student’s teacher(s), subject to review and
approval of the school principal.
•
No student can be assigned to a grade level based solely on
age or other factors that constitute social promotion.
•
The principal has the final authority to determine the placement
of students except for good cause promotions at grade three
(3) which must be reviewed by the superintendent.
Middle School
Students entering grade 6 in 2006-2007 and thereafter must
successfully complete courses in language arts, science, and
social studies each year to be considered for promotion. Any
student who fails to successfully complete one of these core
courses must participate in one of the credit retrievel programs
offered. Any student who fails to successfully complete 2 or more
core courses for the year must be retained if the courses are
not retained through credit retieval. Students must complete 12
credits in the core courses, as mentioned above, and complete
1/2 credit in careers.
Criteria for retention include Scoring at Level 1 on FCAT 2.0
reading and any two of the following:
yy Scoring at Level 1 on FCAT 2.0 mathematics
yy Overall GPA below 2.0 (including exploratories) It is the intent
of CCPS that students should be retained no more than one
time during the middle school years. The goal is to remediate
deficiencies and to have all students on grade level in the
areas of reading, writing, mathematics and science prior to
entry into high school.
yy The principal has the authority to determine the final placement
of students.
yy Computer Literacy
yy Awareness of Handicaps
yy Health, Safety, Substance Abuse
assessments, and data from district and state assessments.
Promotion for
Exceptional
Education
Students
Promotion & Retention
Elementary
Promotion will not be determined solely on the basis of a single
test method.
•
Each student’s progression from one grade to another is
determined in part by grade level mastery of standards in
reading, writing, mathematics, and science as assessed by
classroom work, portfolios, teacher/staff observation, teacher
ESE students receiving instruction with ESE support will have
the following considered for promotion:
yy Individual Education Plan (IEP) including how the student’s
disability affects the student’s participation in the general
curriculum
yy Classroom performance
26
No School
YRS No School
April
“Coach kids to plan ahead by asking “what if” questions.
Help them think about what needs to be done and identify
possible consequences of their decisions.”
Sunday
Monday
Tuesday
Wednesday Thursday
Saturday
2
1
End of Quarter 3
Friday
Teacher Work
Day
3
4
Good Friday
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Happy National
Credit Union Youth Week!
See how we’re celebrating
Happy Easter
27
Education Options
High School Choices
The mission of the Charlotte County Public Schools is to provide
an innovative educational environment that allows and inspires
success for everyone.
All incoming ninth grade students and their parents or guardians
shall be active participants in choosing an end-of-high school
student destination and putting in place preliminary four or five
year plans to achieve those goals. It is our belief that students
perform better when they are interested in what they are taught;
therefore, all students will enter high school identifying career
pathways based on self-identified personal interests and abilities that may lead to future careers. These pathways are flexible
and open to change during registration. These destinations will
also accommodate the needs of Exceptional Student Education
(ESE) students as defined in the Individual Education Plans.
Destinations include the following:
yy Four-year university, community college plus university, or
military academy.
yy Two-year postsecondary degree.
yy Postsecondary vocational-technical certificate.
yy Immediate employment or entry-level military.
Career & Professional Academics
A career and professional academy is a research-based program that integrates a rigorous academic curriculum with an
industry-driven career curriculum. Students completing career
and professional academy programs receive
yy A standard high school diploma
yy The highest available industry certification
yy Post secondary credit if the academy partners with a
postsecondary institution F.S.1003.493
Credits will be earned based on student achievement of the
performance standards outlined for each course. The grades on
report cards will reflect the level of achievement of these standards. Students who do not achieve these standards will be provided extended learning opportunities and the necessary support to be successful.
Considerations When Creating a
4 Year Plan
The grade 9-12 assessment system will provide information that
will help all students graduate with the skills, attitudes and knowledge to be successful and responsible.
yy Computer literacy is an expectation in all high school courses
yy Students going to selective universities are advised to take
Advanced Placement courses whenever available during
their high school career
yy Students should consider taking as many dual enrollment
courses as possible to maximize college courses without
having the burden of payment. Please note that some
colleges outside the state of Florida do not recognize dual
credit courses
yy Students should take electives which are academic in nature
or which follow the intended career
yy Highly selective colleges prefer 4 years of the same foreign language
yy Students are encouraged to participate in leadership roles,
community service and in depth extracurricular activities
Choosing the Right Diploma Option
Consider carefully the following questions in determining which
diploma option is right for you.
yy What would be the impact on my college and career plans?
yy How would this impact my chances to get scholarships?
yy What would be the impact on my participation in athletics or
in extracurricular activities?
yy Would this affect my ability to earn the Bright Futures
Scholarship?
yy How would this affect my ability to take free college courses
through advanced placement or dual enrollment, or to
complete free vocational/technical training while in high
school?
yy What would be the impact on my ability to participate in
areas of interest such as drama, band, orchestra, the arts,
student council and senior activities?
High School Graduation
Diploma Option
In all options, students must
yy Pass the FCAT 2.0 tests or receive a concordant score on the
SAT or ACT
yy Earn an unweighted 2.0 grade point average on a 4.0 scale
Four-year Standard Graduation Requirements
(24 credits)
Three-year Standard College Preparatory Program
(18 credits)
Three-year Career Preparatory Program
(18 credits)
Each of the options are described in the Student Progression Plan
which is available at each school site, the district office, or on the
CCPS webpage (www.yourcharlotteschools.net). It is important
to note that state requirements differ depending on the year a
student enters 9th grade for the first time.
This program establishes a lottery-funded scholarship to reward
any Florida high school graduate who merits recognition for high
academic achievement and who enrolls in an eligible Florida
public or private postsecondary institution within three years of
high school graduation.
Bright Futures Scholarship
Florida Dept. of Education
The eligibility requirements vary for each scholarship.
Requirements include, but are not limited to, certain course
requirements and minimum grade point average. Detailed
information about these programs may be obtained in the
guidance office or on the Bright Futures website: www.floridastudentfinancialaid.org/ssad/bf
Talented 20 Program
At the end of the seventh semester, Charlotte County Public
Schools provide for the Department of Education a list of the
top twenty percent (20%) of the senior class seeking a Standard
Diploma based on their weighted grade point averages as defined by the Charlotte County School District. Students within this
top twenty percent who have met the State University System
required courses for admission are guaranteed admission by
the State of Florida into one of the public universities. If more
than twenty percent of the senior class falls into the top 20% due
to ties in weighted grade point average, the following will be
conside red in the order listed:
yy State University System 19 required credits
yy Number of level 3 courses
yy Length of time at school
The Academy
”Where Opportunity Becomes Achievement”
Established in 1999 as an alternative high school, The Academy
now has become a center to include a variety of alternatie programs to meet the needs of diverse student populations. It is a
unique, caring and flexible learning environment for students at
risk of not completing school or the requirements necessary to
graduate. The Academy is known as a place for second chances
where students are able to ”catch up” academically to earn a
high school diploma. Students at The Academy also have easy
access to vocational programs at the Technical Center which is
located on the same campus.
Other programs offered on the Tech Center Campus:
HOPE (Healthy Outcomes in Pregnancy and Education) - a program for teenage parents and for pregnant students. HOPE offers
a parenting curriculum, child care, medical, social and emotional support, academic alternatives available at The Academy,
and equal access to all academic programs offered in district.
PASS (Pathways to Achieve Student Success) - an alternative
middle school program designed for students who have fallen
behind and need assistance with completing requirements to
progress on to high school.
Programs located at the Town Center Mall: (students must have
their own transportation)
Career Quest - a program for diploma seeking students who work
or are actively seeking employment, and are able to utilize computer driven curriculum.
SNAP (Students Needing a Path to Success) - a program for students who are at least 16 years of age. They receive remediation
in the 4 core academic courses 4 evenings per week in order to
transfer to a program offering a high school diploma or for successful completion fo a GED.
For more information about The Academy call 941-255-7545
28
May
“Put kids in charge of planning a party or event. Let
them make guest lists, plan the budget, shop for the
food and decorations, and enlist other people to make
the even a success.”
No School
YRS No School
Sunday
Monday
Tuesday
Wednesday Thursday
Friday
Saturday
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
18
19
20
21
22
23
25
26
27
28
29
30
ur child
o
y
l
il
w
e
g
a
At what a youth leader?
become
Mother’s Day
17
EXPERIENCE THE
FUTURE OF TV
24
Call 941.629.9311
31
Memorial Day
29
Dual Enrollment
Dual Enrollment
The dual enrollment program is designed to expand the learning
opportunities for qualified students. Qualified students who wish
to enroll in college level or technical courses and who need the
credits to meet high school graduation requirements may enroll
in approved post-secondary courses. These courses are taught
as part of the high school curriculum and follow the curriculumr
guidelines established by the high school, Charlotte Technical
Center and Florida South Western College. The number of
credits a student may earn is determined by the college.
Students must meet enrollment criteria specific to each dual
enrollment course, and upon successful completion of each
course will receive both high school and post-secondary credit
through Charlotte Technical Center or Florida South Western
College. Restricted course offerings are also available through
Manatee Community College for Lemon Bay High students.
Students dually enrolled are exempted from tuition and fees.
Criteria for Dual Enrollment includes the following:
yy The student is enrolled in a Charlotte County high school or
alternative school
yy The principal, parent/guardian, and superintendent (or
designee) have given prior approval for the student to
participate
yy The student has passed all sections of the FCAT 2.0
yy The student is a junior/senior with a 3.0 cumulative
unweighted grade point average, or sophomore with a 3.5
cumulative unweighted grade point average
yy The student applies all credits to high school graduation
requirements
yy The student must have completed one of the following tests
and have an entry level test score appropriate for college
level instruction prior to enrollment: American College
Testing Program (ACT-E), Florida College Entrance Level
Placement Test (FCELPT), or Scholastic Assessment Test
(SAT-I)
yy Dual enrollment courses will be graded using the college
standards for grading. The dual enrollment grade will be
reported the same for high school report card and college
transcript.
yy All instructional materials are the property of Charlotte
County Public Schools. The student is responsible for
returning the materials to the home school principal or his/
her designee. Materials should be returned in the same
condition as when initially issued to the student.
to students attending either Florida South Western College or
Florida Gulf Coast University. Students, who wish to participate
in this, must meet the criteria set forth in the articulation
agreements. These students maintain their enrollment at their
home high schools, with all rights and responsibilities, and are
still considered to be part of the high school graduating class.
Criteria for Charlotte Technical Center (CTC) Dual Enrollment
includes the following:
yy The dual enrollment program is available for all qualified
Charlotte County high school students who desire to attend
the CTC for post-secondary technical training.
yy The students remain enrolled at their ‘home’ high school
and are allowed to participate in high school activities.
Diplomas are awarded by the home high school.
yy Students earn their academic credits at the home school
and elective credits from the CTC through technical
training programs.
yy The selection of candidates for the dual enrollment program
at the CTC is based upon established CTC dual enrollment
criteria.
yy Students who are selected will be required to attend an
orientation with their parent/guardian. The students will be
assigned a date to take the Test of Adult Basic Education
(T.A.B.E.) and must pass the test prior to the following school
year.
Charlotte Virtual School
Charlotte Virtual School is open to Charlotte County students
at all grade levels. Public school, private or home education
students in grades 6-12 are eligible to sign up for part time or
full time classes. Students in grades K-5 are eligible for full time
classes only.
Enrollment in the full-time program takes place before the first
and second semesters on the school year. Part time enrollment
is ongoing from August through January of the school year.
We offer an accredited high school diploma. All Charlote
Virtual School teachers meet the State of Florida DOE state
certification and requirements for highly qualified teachers.
Charlote Virtual also offers monthly open labs and field trips.
This program is best suited for students who are self-motivated,
commited, independent learners.
For more information call 941-255-7507
Early Admissions Under College Credit in Escrow
Dual Enrollment
Early admission as a type of dual enrollment is available to
juniors and/or those who wish to spend their senior year on the
campus of a postsecondary institution with which CCPS has an
articulation agreement. Currently this type of enrollment is open
If a student enrolls in a college course after regular school hours
or during summer break, the cost of such course work is the
obligation of the student. Such course work does not count
toward fulfilling graduation requirements unless the principal
has given written, prior approval. The college may award
credit in escrow for these courses.
College Early Admission
Not Included Under Dual
Enrollment
The Early Admission Program is designed as an alternative plan
for graduation for those seniors who demonstrated through
academic achievement and maturity the required ability and
motivation to succeed in such an accelerated program. A
senior who meets the established requirements for the Early
Admission Program may be admitted to the early admission
program of any college or university in lieu of completing his/
her senior year at high school. In order to be recommended for
this program, a student must meet the following requirements:
yy The student must have completed the credit and course
requirements to be classified as a senior as outlined in the
Student Progression Plan.
yy The student must be a senior with a 3.0 or higher cumulative
unweighted grade point average.
yy The student must apply all credits to high school graduation
requirements.
yy The student must pass FCAT 2.0.
yy The student must have completed one of the following entry
level tests and have an entry level test score appropriate for
college level instruction prior to enrollment: ACT-E, FCELPT,
or SAT-I.
yy The student must have acceptance from a post-secondary
institution.
yy The student must be recommended by the principal.
The student will receive a high school diploma at the end of
senior/first college year if:
yy The student has completed and received such credits as
required and approved by the principal to meet equivalent
course requirements for high school graduation.
yy The student has maintained at least a ”C” average.
The following rules apply to the relationship between
the home high school and a student who is in a
College Early Admissions program
Not Under Dual Enrollment:
yy The student will no longer be considered a high school
student.
yy The student may participate in graduation, but will not be
eligible to be honored as a National Honor Society member.
yy The student will not receive recognition as a summa,
magna, or cum laude graduate.
yy The student may contact his/her home high school
guidance counselor to obtain scholarship information and
assisstance.
30
June
“Affirm teenagers when they make good
choices. They need to hear what they’re
doing right.”
No School
YRS No School
Sunday
Monday
Tuesday
1
2
Wednesday Thursday
3
4
Friday
5
Saturday
6
End of Quarter 4
YRS End of 3rd
Trimester
Last Day For
Students
8
7
9
10
11
12
13
Last Day
For Teachers
What’s your savings
goal this summer?
Hurricane
Makeup Day
Hurricane
Makeup Day
14
15
16
17
18
19
20
21
22
23
24
25
26
27
29
30
Cultivating our
community’s education.
Helping the world grow
the food it needs.
Happy Father’s
Day
mosaicco.com/florida
28
®
31
Stay Informed
To Voice a Concern or
Report a Serious Problem
Psychological Services
Steve Jones (941) 255-0808 x3062
Student Progression Plan
(941) 255-0808
Florida Department of Education
www.fldoe.org
There may come a time when you need to report a serious
problem that needs to be addressed or, you may join a group
of parents that wish to recommend changes to your school or
school system.
School & Community Relations
Mike Riley (941) 255-7430
Attention Deficit Disorder
www.chadd.org
Food Services
Terri Whitacre (941) 575-5400 x108
Autism
www.autism.org
Transportation
Richard Duckworth (941) 575-5400 x161
Bureau of School Improvement
www.bsi.fsu.edu
Step 3
Assistant Superintendent for District Support
Chuck Bradley (941) 255-0808 x3024
Mr. Jerry Olivo (941) 255-0808 x3115
The Partnership for Family Involvement in Education Florida
www.floridapartnership.usf.edu
Here are a few tips to help you get the most out of the system:
yy If you need to make a complaint or a request of your child’s
school, start by talking with your child’s teacher. If the teacher
is unable to help you, you should then work up the ‘chain of
support’, talking to each person until you have received a
response that is satisfactory to you.
yy Keep Your Cool. Always speak calmly and clearly, wait until
you can speak without anger.
yy If you are calling about an incident that you did not witness,
such as one involving your child at school, remember that
your child and another child’s account may not be totally
accurate. Be the detective and try to find out what really
happened before placing blame on anyone (including your
own child).
yy Get Your Facts Together. If you are making a complaint, refer
to specific details (such as ’’on Wednesday, January 6th, my
child reported to me that Ms. Jones...’’).
yy Listen carefully to the responses to your questions, so that
you can respond specifically to what you are being told. Ask
questions. Take notes. Date your calls.
yy Be polite, but be persistent.
Who Has The Answers
Step 1
Questions concerning your child’s education should first
be discussed with your child’s home-school personnel:
teacher, guidance counselors, assistant principal, or
principal.
Step 2
Pre-K Programs
Maureen Watts (941) 575-5470
Elementary Programs
Carmel Kisiday (941) 255-0808 x3089
Middle & High School Programs
Darrell Milstead (941) 255-0808 x3160
Exceptional Student Education
Linda Apple (941) 255-0808 x3112
Code of Student Conduct
April Prestipino, Assistant Superintendent for School Support
(941) 255-0808 x3047
Assistant Superintendent for Human Resources
Chuck Breiner (941) 255-0808 x3030
Step 4
Superintendent of Schools
Dr. Douglas Whittaker (941) 255-0808 x3093
FACTS.org At-A-Glance
FACTS.org is Florida’s official statewide student advising
website. FACTS is an acronym for Florida Academic
Counseling and Tracking for Students. Funded by the Florida
Legislature in 1998, FACTS.org assists high school students,
college students, teachers, counselors, and parents in
planning for and tracking a student’s educational progress
in Florida. FACTS.org is a collaborative project from the
Florida Department of Education and is administered by
the Florida Center for Advising and Academic Support
(FCAAS) with offices in Tampa and Tallahassee, Florida. The
website was launched in March 2000. FACTS.org Users can:
yy Assess their interests and skills
yy Choose a career
yy Plan high school coursework
yy Discover ways to earn college credit in high school
yy View their high school course history and grades online
yy Evaluate their high school transcripts for Bright Futures
Scholarships eligibility and admissions requirements for
state universities online
yy Investigate 200+ colleges and 600+ degrees in Florida
yy Find out which colleges offer certain degrees
yy Learn what higher ed options are out there
yy Apply online for college admissions and financial aid
yy Know what classes to take in college
yy Get college transcripts and grades online
Resources For Families
Learning Disabilities
www.Ldhope.com
Family Education Network
www.familyeducation.com
Mental Health
www.nimh.nih. gov
FOCUS
www.focus.yourcharlotteschools.net
Parent Smart
www.parentsmart.com
1-800-USA-LEARN
1-800-872-5327
Mental Handicap
www.thearc.org
Charlotte County Public Schools
www.yourcharlotteschools.net
FCAT Explorer
www.fcatexplorer.com
MATHguide
www.mathguide.com
Yahoo! Kids
www.kids.yahoo.com
About School
www.aboutschool.com
Department of Education Publications
www.edpubs.org
National Education Association
www.nea.org
www.henryanker.com
32
No School
July
“Respect teenagers’ privacy, but take
interest in their friends and activities.”
YRS No School
Sunday
Monday
Tuesday
Wednesday Thursday
1
2
Friday
Saturday
3
Independence
Day Observed
4
Independence
Day!
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
Stealing is a crime!
Don’t let big banks take your
hard-earned money.
Stop in today!
WOTITZKY, WOTITZKY,
ROSS k McKINLEY
attorneys at law
223 Taylor Street
www.wotitzkylaw.com
office (941) 639-2171
fax (941) 639-8617
33
Terms You Need to Know
Code of Student Conduct: This document outlines
the conduct expectations that have been adopted
by the Charlotte County School Board and lists the
consequences associated with violations of this Code.
Comprehensive English Language Learning Assessment
(CELLA): A test administered to all English language
learners (ELL) students in the district to determine growth
in the areas of listening, speaking and reading.
Developmental Reading Assessment (D.R.A.): One on
one test that measures comprehension and fluency. It
gives teachers a basic reading level for each student.
Early Head Start: This program provides low-income
families with young children (birth to age three) and
pregnant women with family-centered services that
facilitate child development, support prenatal role, and
promote self-sufficiency.
English Language Learner (ELL): A program for Limited
English Proficient students to improve their listening,
speaking, reading, and/or writing in the English language.
Exceptional Student Education (ESE): Specialized
programs for children with special educational needs.
Extra-Curricular: These are school-sponsored activities
and events that take place outside of the hours of a
normal school day, such as club and organizational
meetings and athletic events.
Families Building Better Readers (FBBR): is a training to
empower parents with instructional strategies they
can do with their children at home to improve reading
performance.
Family Reading Experience (FRE): (Formerly called the
Book Checkout Program) is a family literacy initiative
that serves as one of the primary vehicles for parent
involvement in both Head Start and Title I. The FRE enables
parents to incorporate a research-based knowledge of
emergent literacy and reading strategies in parent-child
home interactions.
Florida Assessments for Instruction in Reading (FAIR):
Students are assessed individually to determine level of
proficiency on reading skills appropriate to the grade
level. Students are assessed in kindergarten through
12th grade.
iReady: Adaptive diagnostic test that identifies student’s
strengths and weaknesses in ELA and mathematics.
Florida Kindergarten Readiness Screener (FLKRS): This
evaluation is given during the first 30 days of school to
new kindergarten students to determine readiness to
start school.
Focus: a web-based tool for parents to monitor their
student's progress throughout the school year.
Framework for Success (RtI): The practice of using
the problem -solving model for providing high quality
instruction and interventions (academic and behavior)
matched to student need.
Head Start: This is a federal preschool program that
provides comprehensive and high quality services
designed to foster healthy development in eligible
children.
Individual Educational Plan (IEP): This is a plan that
details the services, educational goals and objectives
for children with special needs.
Florida Standards: These standards are what your child
is expected to know and be able to do at each grade
level. These standards are developed by educators,
approved by the state, and measured by a test called
the FCAT 2.0 given to every public school student in
grades 3 through 10.
Parent Teacher Organization (PTO): This is a voluntary
organization made up of parents, students, and educators
who are interested in helping their sponsored school
with fund-raising, volunteering, and communications.
Your participation would be appreciated.
Progress Monitoring Plan (PMP): This is a plan that parents
and teachers work together to develop when a child is
having trouble keeping up with the skills required at his
grade level. This plan is written and placed in a child’s
permanent folder and used to chart and measure
progress.
Retention: This refers to students who do not move to the
next grade level at the end of the year due to failure to
meet academic standards.
School Advisory Council (SAC): Each school has a SAC
made up of parents, students, community volunteers,
and educators who help to set goals for school
improvement, determine the allocation of a designated
budget, and act as a forum for communication.
Standardized Test: A test that has been given to
a representative group of students followed by
determining their average or typical performance on
the test. These scores can then be used for comparisons
with scores earned by students who take the test later.
Student Progression Plan (SPP): A plan provided to every
student each year, which explains the way a student
progresses through school, graduation requirements,
retention for students who do not master skills for a
grade level and special assignment procedures. The full
text is available in hard copy at every school or at www.
yourcharlotteschools.net
Student Success Plan (SSP): This plan is written by a
committee at each school outlining data-driven goals,
which address areas of school improvement. Copies of
the plan are available from the school office.
Title I: Is a federal program that provides funding to
school districts for increasing student achievement
in schools selected on the basis of family economic
level. Supplemental academic instruction for students,
staff development, and parent involvement are all
components of the program.
34
Immunization Requirements
IRC Notification (Appendix)
Effective SY 2014-2015
Florida Statute 1003.22 requires each child entering a
Florida school for the first time to present a certificate
of immunization from a licensed practicing physician or
the county health department prior to entry into school.
Pre-kindergarten and kindergarten students must have
current immunizations and physical examinations before
registration. Seventh grade students have five (5) school
days to become compliant with immunizations or they will
be excluded from school. Other students including children
enrolling under emergency or homeless conditions will be
allowed thirty (30) days from the registration date to present
the certification requirement. All immunizations must be
recorded on the Florida Certificate of Immunization (Form
680)
For Early Childhood Programs Only
yy 4 DTP
yy 3 Polio
yy 1 MMR Hib - series of 4 or 1 after 15 months of age
yy 3 doses of Hepatitis B Vaccine Series
yy 1 Varicella (Var) Vaccine or documented history of the
disease
Kindergarten Through Fifth Grade Minimum Requirements
yy 5 DTP/DtaP (Diphtheria, Tetanus, Pertussis) Required unless
the 4th DPT was given on or after the age of 4. Pertussis
Vaccine is omitted from the required immunizations for
children 7 years or older.
yy Effective for the 2013-2014 School Year : There must
be documentation of at least one dose of pollo
vaccine administered on or after the 4th birthday. The
requirement is 4 doses with the following exceptions : If
the 4th dose is administered PRIOR to the 4th birthday, a
5th dose is required. If 3rd dose is administered AFTER the
4th birthday. a 4th dose is not required
yy 2 MMR (Measles, Mumps, Rubella) The first dose valid if
given on or after 1st birthday. Second dose valid if given
at least 1 month after first dose.
yy 3 doses Hepatitis B Vaccine Series
yy 1 dose of Varicella (Var) Vaccine or documented history
of the disease. Second dose of Varicella (Var) Vaccine
is required for children entering, attending or transferring
to Kindergarten, then each year an additional grade
(See Varicella Vaccine Table Attached).
Sixth Grade Minimum Requirements
yy 5 DTP/DtaP (Diphtheria, Tetanus, Pertussis) unless the 4th
DTP was given on or after the age of 4. Pertussis Vaccine
is omitted from the required immunizations for children 7
years or older.
yy Effective for the 2014-2015 School Year: There must
the 4th dose is administered PRIOR to the 4th birthday ,
a 5th dose is required. If 3rd dose is administered AFTER
the 4th birthday. a 4th dose is not required.
yy 1 Varicella (Var) Vaccine or documented history of the
disease.
the 4th dose is administered PRIOR to the 4th birthday ,
a 5th dose is required. If 3rd dose is administered AFTER
the 4th birthday. a 4th dose is not required
yy 1 Varicella (Var) Vaccine or documented history of
the disease for students entering 7th grade, then each
year an additional grade (See Varicella Vaccine Table
below).
Seventh Through Twelfth Grade Minimum Requirements
yy 5 DTP/DtaP (Diphtheria, Tetanus, Pertussis) unless the 4th
DTP was given on or after the age of 4. Pertussis vaccine
is omitted from the required immunizations for children 7
years or older.
yy 1 Tdap Booster (Tetanus, Diphtheria Pertussis) Will be
required for students entering/attending 7th grade
instead of Td (tetanus-diphtheria)
yy Effective for the 2014-2015 School Year: There must
School Entry Requirements for One or Two Doses of Varicella Vaccine
For Grades Pre-K and K-12, Florida
2008/2009 – 2020/2021
Beginning with the 2008/2009 school year, children entering kindergarten will be required to receive two doses of varicella vaccine.
The light gray highlighted area below indicates the year the two-dose requirement becomes effective. Each subsequent year
thereafter, the next highest grade will be included in the requirement. The black highlighted area indicates grades that fall under
the one-dose varicella requirement. The one-dose varicella requirement started in the 2001-2002 school year.
Varicella vaccine is NOT required if there is a history of varicella disease documented by the healthcare provider in the space
provided on the DH 680.
36
Charlotte Local Education
Foundation (CLEF)
About CLEF
Help Support
The Charlotte Local Education Foundation, Inc. is
Connecting Children, Classrooms and Community to build
”Student Success.” Please join us as we plan for the future!
Building Student
Success
Since 1989 we have provided support to Charlotte County
Public Schools, through programs such as:
- Take Stock In Children Scholarship Mentoring Program
- Teacher Supply Depot
- Teacher and Support Employee of the Year event
- School Supply Drive
CharlotteSchoolFoundation.org
YOU can help your
school system by...
Teacher and Support Employee of the Year: our annual, signature
event honoring outstanding educators and support staff who
make a difference for our students each day.
Payroll Deduction: Thank you to all the Charlotte County Public
School Employees who donate to the Take Stock In Children and
CLEF programs for students and teachers through the Payroll
Deduction Program. You are making a difference in the lives of
our students.
License Plates: show your support of the Charlotte County and
Florida state school system by purchasing the Support Education
license plate for your vehicles. Your support goes directly to public
schools in your county, funding programs not supported by tax
dollars, such as: Extra reading help for students in grades K-3,
Mentoring for at-risk students, Classroom innovations for teachers
and students, Enrichment in math and science, and Music
programs for special needs children.
Take Stock in Children: by mentoring a student or providing
a donation for a scholarship, you can be a part of a statewide
program in our local community, by bettering Charlotte County one student at a time!
Teacher Supply Depot: a store where educators can get free stuff
for their classrooms. Donations of new and gently-loved school
and office supplies, as well as craft and recycled materials are
always appreciated!
37
Elementary Grades K–5
School Report Card
1
1. Academic Performance
Indicators
4
2. Academic Grading
Scale
2
3. Areas of Concern
5
4. Attendance
5. Performance Indicators
3
6
6. Your Child’s Progress
Could be Improved By
7. Your Child is Receiving
the Following Services
7
8. Your Child is Below
Grade Level In
8
9. End of School Year
9
38
Middle and High School
Report Card
School Board
Ian Vincent, Chairman
Lee Swift, Vice Chairman
Aileen Miller
Barbara Rendell
Bob Segur
1. Mailing Information
2. Explanation of Marks
2
1
8
4. Instructor
5. EOC & FCAT
5
Comments
3
4
6. Grades
6
9
7
3. Course Information
7. GPA Information
8. Absences
9. FCAT 2.0 I
Report cards are available on the electronic
parent portal FOCUS. Families will receive
a phone call from the district when the
report card can be viewed from this
web-based point of access at www.focus.
yourcharlotteschools.net/focus
If you would like a paper copy, you are
welcome to send a self-addressed, stamped
envelope to your child's school.
39
School Calendars
2014-2015
Regular
Schools
CHARLOTTE COUNTY PUBLIC SCHOOLS
REGULAR SCHOOL CALENDAR
Year Round
Schools
Charlotte County
Public Schools
Year-Round Calendar
2014 - 2015
2014-2015
2014/2015
JULY 2014
0, 0
AUG 2014
9,14
SEPT 2014
21,21
OCT 2014
22,23
NOV 2014
14,16
DEC 2014
15,16
JAN 2015
18,19
FEB 2015
19,19
MARCH 2015
17,17
APRIL 2015
20,22
MAY 2015
20,20
JUNE 2015
5,6
M
T
W
T
F
7
14
21
28
1
8
15
22
29
2
9
16
23
30
3
10
17
24
31
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
1
8
15
22
29
1
8
15
22
29
2
9
16
23
30
3
10
17
24
4
11
18
25
6
13
20
27
7
14
21
28
1
8
15
22
29
3
10
17
24
4
11
18
25
1
8
15
22
29
Holiday/Day
Accumulated Accumulated
Student Days Teacher Days
4
11
18
25
YRS Calendar
2014/
2015
JUNE 2014
3
10
17
24
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
1
8
15
22
29
2
9
16
23
30
3
10
17
24
31
4
11
18
25
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
1
8
15
22
29
2
9
16
23
30
3
10
17
24
6
13
20
27
7
14
21
28
NOVEMBER
2014
3
10
17
24
DECEMBER
2014
1
8
15
22
29
JULY 2014
5
9
4
9
14
Aug 12 - First Day for Teachers
Aug 18 - First Day for Students
Aug 26 - Prof Dev Day #2/Primary Election Day
5
12
19
26
13
18
23
28
30
18
23
28
33
35
Sept 1 - Labor Day Observed - Employee Day Off
2
9
16
23
30
3
10
17
24
31
33
38
43
47
52
38
43
48
53
58
Oct 3 - 17 - FTE Window
Oct 17 - End Qtr 1 (43)
Oct 20 - Teacher Work Day
SEPTEMBER
2014
5
12
19
26
6
13
20
27
7
14
21
28
56
61
66
66
63
68
73
74
Nov 4 - Prof Dev Day #3/General Election Day
Nov 24 - Hurricane Make-up #3
Nov 25 - Hurricane Make-up #2
Nov 27 - Thanksgiving Day (Pd Holiday #1)
OCTOBER
2014
2
9
16
23
30
3
10
17
24
31
4
11
18
25
5
12
19
26
71
76
81
81
81
79
84
89
90
90
Dec 22 - Jan 2 - Winter Break
Dec 25 - Christmas Day (Pd Holiday #2)
5
12
19
26
6
13
20
27
7
14
21
28
1
8
15
22
29
2
9
16
23
30
81
86
90
94
99
90
95
100
104
109
Jan
Jan
Jan
Jan
Jan
2
9
16
23
3
10
17
24
4
11
18
25
5
12
19
26
6
13
20
27
104
109
113
118
114
119
123
128
Jan 30 - Feb 13 - FTE Window
2
9
16
23
30
3
10
17
24
31
4
11
18
25
5
12
19
26
6
13
20
27
123
123
128
133
135
133
133
138
143
145
2
9
16
23
30
3
10
17
24
136
141
146
151
155
148
153
158
163
167
6
13
20
27
7
14
21
28
1
8
15
22
29
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
1
8
15
22
29
156
161
166
171
175
168
173
178
183
187
1
8
15
22
29
2
9
16
23
30
3
10
17
24
4
11
18
25
5
12
19
26
180
192
193
Student days off/Teacher work day
Paid holidays
Teacher/student day off
End of grading period
Hurricane make-up day
AUGUST 2014
1 - New Years Day
15 - End Qtr 2 (47)
16 - Teacher Work Day
19 - Martin Luther King - Employee Day Off
30 - Feb 13 - FTE Window
Feb 16 - President's Day - Employee Day Off
JANUARY
2015
*Other hurricane make-up days may need to be taken during the year
in the event that hurricane make-up days are used.
4
8
3
8
12
4
8
1
8
15
22
29
9
14
19
24
27
13
18
23
28
32
9
14
19
24
27
4
11
18
25
5
12
19
26
31
36
41
46
48
36
41
46
51
53
31
36
41
46
48
1 - Labor Day - Day Off for Teachers and Students
1
8
15
22
29
2
9
16
23
30
3
10
17
24
31
51
56
61
56
61
66
51
56
61
3-17 - FTE Count
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
64
69
74
71
76
81
82
3
8
13
3 - Teacher Workday
4 - Prof. Dev. #3 - General Election Day - No School for Students
24 - Hurricane Makeup Day #3
25 - Hurricane Makeup Day #2
27 - Thanksgiving Day - (Pd. Hol. #1)
2
9
16
23
30
3
10
17
24
31
4
11
18
25
5
12
19
26
79
84
89
87
92
97
98
18
23
28
2
9
16
23
30
93
97
101
106
102
106
110
115
32
36
40
45
111
116
119
124
120
125
129
134
50
55
3
8
129
134
136
139
144
146
13
18
20
7
14
21
28
FEBRUARY
2015
2
9
16
23
3
10
17
24
4
11
18
25
5
12
19
26
6
13
20
27
MARCH 2015
2
9
16
23
30
3
10
17
24
31
4
11
18
25
5
12
19
26
6
13
20
27
6
13
20
27
7
14
21
28
1
8
15
22
29
2
9
16
23
30
3
10
17
24
137
142
147
152
156
149
154
159
164
168
21
26
31
36
40
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
1
8
15
22
29
157
162
167
171
175
169
174
179
183
187
41
46
51
55
59
1
8
15
22
29
2
9
16
23
30
3
10
17
24
4
11
18
25
5
12
19
26
180
192
193
64
MAY 2015
JUNE 2015
Board Approved 12/10/2013
Paid holidays
Teacher/student day off
End of grading period/end of semester
Hurricane make-up days
Teacher workdays
BOARD APPROVED
16 - First Day for Teachers
22- First Day for Students
26 - Professional Development / Primary Election Day
29 - Day Off for Teachers and Students
17 - Last Day of First Trimester
20 - 31 - Fall Intersession
22 - Jan 5 - Winter Break
25 - Holiday - (Pd. Hol. #2)
6
13
20
27
APRIL 2015
Holiday/Day
**Each School PPC will designate one of the Preschool
Days as Prof. Dev. Day #1
5
12
19
26
May 25 - Memorial Day
Jun 5 - End Qtr 4/ Last Day for Students (44)
Jun 8 - Last Day for Teachers/Hurricane Make-up Day #1 for Students
Jun 9 - Hurricane Make-up Day #1 for Teachers
2
9
16
23
30
1
8
15
22
29
Mar 9 - 13 - Spring Break
Apr 1 - End Qtr 3 (46)
Apr 2 - Teacher Work Day
Apr 3 - Good Friday (Pd Holiday #3)
M T W T F
Student Teacher Trimester
Days
Days
Days
19 - Martin Luther King Day
13 - End of Second Trimester
16 - President's Day
17 - Teacher Workday
2 - 6 - Spring Intersession
9 - 13 Spring Break
2 - Teacher Workday
3 - Good Friday - (Pd. Hol. #3)
25 - Memorial Day
5 - Last day for Students
8 - Teacher Workday/Hurricane Make-up Day #1 for Students
9 - Hurricane Makeup Day #1* for Teachers
* Other hurricane make-up days may need to be taken
during the year in the event that hurricane make-up days
are used.
40
150 Ways To Show Kids You Care
1. Notice them.
2. Smile a lot.
3. Acknowledge them.
4. Learn their names.
5. Seek them out.
6. Remember their birthdays.
7. Ask them about themselves.
8. Look in their eyes when you talk to them.
9. Listen to them.
10. Play with them.
11. Read aloud together.
12. Giggle together.
13. Be nice.
14. Say yes a lot.
15. Tell them their feelings are okay.
16. Set boundaries that keep them safe.
17. Be honest.
18. Be yourself.
19. Listen to their stories.
20. Hug them.
21. Forget your worries sometimes and concentrate only on them.
22. Notice when they’re acting differently.
23. Present options when they seek your counsel.
24. Play outside together.
25. Surprise them.
26. Stay with them when they’re afraid.
27. Invite them over for juice.
28. Suggest better behaviors when they act out.
29. Feed them when they’re hungry.
30. Delight in their discoveries.
31. Share their excitement.
32. Send them a letter or postcard.
33. Follow them when they lead.
34. Notice when they’re absent.
35. Call them to say hello.
36. Hide surprises for them to find.
37. Give them space when they need it.
38. Contribute to their collections.
39. Discuss their dreams and nightmares.
40. Laugh at their jokes.
41. Be relaxed.
42. Kneel, squat, or sit so you’re at their eye level.
43. Answer their questions.
44. Tell them how terrific they are.
45. Create a tradition with them and keep it.
46. Learn what they have to teach.
47. Use your ears more than your mouth.
48. Make yourself available.
49. Show up at their concerts, games, and events.
50. Find a common interest.
51. Hold hands during a walk.
52. Apologize when you’ve done something wrong.
53. Listen to their favorite music with them.
54. Keep the promises you make.
55. Wave and smile when you part.
56. Display their artwork in your home.
57. Thank them.
58. Point out what you like about them.
59. Clip magazine pictures or articles that interest them.
60. Give them lots of compliments.
61. Catch them doing something right.
62. Encourage win-win solutions.
63. Give them your undivided attention.
64. Ask for their opinion.
65. Have fun together.
66. Be curious for them.
67. Introduce them to your friends and family.
68. Tell them how much you like being with them.
69. Let them solve most of their own problems.
70. Meet their friends.
71. Meet their parents.
72. Let them tell you how they feel.
73. Help them become an expert at something.
74. Be excited when you see them.
75. Tell them about yourself.
76. Let them act their age.
77. Praise more; criticize less.
78. Be consistent.
79. Admit when you make a mistake.
80. Enjoy your time together.
81. Give them a special nickname.
82. Marvel at what they can do.
83. Tell them how proud you are of them.
84. Pamper them.
85. Unwind together.
86. Be happy.
87. Ask them to help you.
88. Support them.
89. Applaud their successes.
90. Deal with problems and conflicts while they’re still small.
91. Chaperone a dance.
92. Tell them stories in which they are the hero.
93. Believe in them.
94. Nurture them with good food, good words, and good fun.
95. Be flexible.
96. Delight in their uniqueness.
97. Let them make mistakes.
98. Notice when they grow.
99. Wave and honk when you drive by them.
100. Give them immediate feedback.
101. Include them in conversations.
102. Respect them.
103. Join in their adventures.
104. Visit their schools.
105. Help them learn something new.
106. Be understanding when they have a difficult day.
107. Give them good choices.
108. Respect the choices they make.
109. Be silly together.
110. Hang out together.
111. Make time to be with them.
112. Inspire their creativity.
113. Accept them as they are.
114. Become their advocate.
115. Appreciate their individuality.
116. Talk openly with them.
117. Tolerate their interruptions.
118. Trust them.
119. Share a secret.
120. Write a chalk message on their sidewalk.
121. Create a safe, open environment.
122. Be available.
123. Cheer their accomplishments.
124. Encourage them to help others.
125. Tackle new tasks together.
126. Believe what they say.
127. Help them take a stand and stand with them.
128. Daydream with them.
129. Do what they like to do.
130. Make decisions together.
131. Magnify their magnificence.
132. Build something together.
133. Encourage them to think big.
134. Celebrate their firsts and lasts, such as the first day of school.
135. Go places together.
136. Welcome their suggestions.
137. Visit them when they’re sick.
138. Tape record a message for them.
139. Help them learn from their mistakes.
140. Be sincere.
141. Introduce them to people of excellence.
142. Tell them what you expect of them.
143. Give them your phone number.
144. Introduce them to new experiences.
145. Share a meal together.
146. Talk directly together.
147. Be spontaneous.
148. Expect their best; don’t expect perfection.
149. Empower them to help and be themselves.
150. Love them, no matter what.
41
Take Stock In Children
License for Learning
When you purchase the Florida Education specialty
license plate in your county, you contribute $20 to assist students, schools and teachers in your school district. Your donation, included in the purchase price of
the Florida Education license plate, stays in your community, benefiting the children in your area through your
local Education Foundation, a 501(c)(3) non-profit organization that serves Schools, Students and Teachers.
For more information, visit www.license4learning.com
Support
Employee
of the Year
Barbara
Deubel
Deep Creek
Elementary
Become a
Mentor:
Offer a local young person support, guidance, and encouragement. If you can donate one hour per week, you
can change a life by helping a child build a solid foundation of values, establish goals, improve their academic
and life skills, while developing their self-esteem and confidence. Given the tools and training, mentors meet with
students during school hours at a mutually convenient time.
Apply at:
www.takestockinchidren.org/how-you-can-help/mentor
For more information, visit www.takestockinchildren.org
Teacher of
the Year
Sharon
Bruno
Punta Gorda
Middle School
Renew your Tag and Donate to Take Stock in Children
42
Parental Involvement
District-Wide Parent
Involvement Policy
The School Board believes that durable and significant learning by a
student is more likely to occur when there is a positive effective parent/
family partnership. Parent/Family involvement is essential to student
achievement. The primary purpose of this policy is to insure that both
parents and District employees understand parent involvement rights.
Such a partnership means a mutual belief in and commitment to
significant educational goals for a student, collaboration on the solutions
to problems that may be encountered and continuing communication
regarding the process in accomplishing these goals.
The Board feels that it is the parents who have the ultimate responsibility
for their children’s behavior, including the behavior of students who have
reached the legal age of majority, but are still, for all practical purposes,
under parental authority. During school hours, the Board, through its
designated administrators, recognizes the responsibility to monitor
students’ behavior and, as with academic matters, the importance of
cooperation between the school and the parents in matters relating to
conduct.
General Expectations
Family and School Partnership for Student Achievement Act of NCLB Title I
Section 1118 Requirements - The District shall comply with the requirements
addressing parent involvement within the Family and School Partnership
for Student Achievement Act (F.S. 1002.23) and NCLB Title I Section 1118
Requirements. It will do the following:
yy Involve parents annually in the development and review of the
District’s policy as it relates to the Family and School Partnership for
Student Achievement Act and NCLB Title I Section 1118 Requirements
yy Provide coordination and assistance to schools in planning and
implementing effective parent involvement activities to improve
student achievement, including school volunteer programs
yy Collaborate with parents regarding how funds provided to schools
are allocated for parent involvement
yy Involve parents in shared decision making including giving parents
the opportunity to participate on school advisory councils
yy Supply a description and explanation of the curriculum and
assessments used to measure student achievement
yy Provide parents information on highly qualified classroom teachers
yy Schedule informational sessions for parents on understanding
their rights under the Family and School Partnership for Student
Achievement Act and NCLB Title I Section 1118 Requirements
yy Conduct annual evaluations and explanations of the content,
effectiveness, and implementation of the parental involvement policy
yy Communicate to parents in a format that is understandable
yy Provide opportunities for participation of parents of all students
including: English Language Learners (ELL), students with disabilities,
migratory children, and homeless
yy Recognize that children’s care givers may be a parent, grandparent,
extended family member, foster parent, guardian, or any other
individual who has the sole responsibility of rearing the child
yy Develop implementation plans to meet federal and state
requirements, including the NCLB Title I Section 1118 Requirements for
Title I schools and
yy Continue to hold partnerships with community services.
F.S. 1000.03, 1002.2320 U.S.C. 6318 et seq.,
Elementary and Secondary Education Act of 1965
34 C.F.R. Part 200 et seq.
Revised 7/24/07
Title I Parent
Involvement Policy
In accordance with the requirement of Section 1118 of Title I, programs
supported by Title I funds must be designed and implemented in
consultation with parents of the students being served.
The Superintendent shall ensure that each school’s Title I plan contains
a written statement of procedures which has been developed with,
approved by, and distributed to parents of participating students. The
procedures shall describe how:
yy The District/school expects the parents to be involved in the program,
including their participation in the development of the plan
yy Meetings will be conducted with parents including provision for
flexible scheduling and whatever assistance the District/school may
be able to provide parents in order to better ensure their attendance
at meetings, and for providing information in a language the parents
can understand
yy Meetings will include review and explanation of the curriculum, means
of assessment, and the proficiency levels students are expected to
achieve and maintain
yy Opportunities will be provided to parents to formulate suggestions,
interact and share experiences with other parents, and participate
appropriately in the decision-making about the program and revisions
in the plan
yy Parents will be involved in the planning, review, and improvement of
the Title I program
yy Information concerning school performance profiles and their child’s
individual performance will be communicated to parents
yy Parents will be assisted in providing help to their children in achieving
the objectives of the program by such means as ensuring regular
attendance, monitoring television-watching, providing adequate
time, and the proper environment for homework, guiding nutritional
and health practices, and the like
yy Timely responses will be given to parental questions, concerns, and
recommendations
yy The District will provide coordination, technical assistance, and other
support necessary to assist Title I schools to develop effective parental
participation activities to improve academic achievement
yy An annual evaluation of the parental involvement plan will be
conducted with parents, identifying any barriers to greater parental
involvement (such as limited English, limited literacy, economic
disadvantage, disability, etc.) and devising strategies to improve
parental involvement
yy The parental involvement plan will be coordinated with other
programs, such as Head Start, Reading First, Parents as Teachers, and
Home Instruction for Preschool Youngsters
yy Tther activities will be conducted as appropriate to the plan and state
or federal requirements.
The Superintendent shall also assure that each Title I participating school
develops a specific plan, with parental involvement, to:
Provide participating students’ parents with:
yy Timely information about the Title I programs
yy An explanation of the curriculum, the forms or academic assessment,
and the proficiency levels expected regular meetings, upon request,
to make suggestions and receive response regarding their student’s
education
Develop jointly with parents a school-parent compact which outlines
the responsibilities of the school staff, the parents, and the student for
academic improvement, including:
yy The school’s responsibility to provide high quality curriculum, and
instruction in a supportive, effective learning environment
yy Parent’s responsibility for such things as monitoring attendance,
homework, extra-curricular activities and excessive televisionwatching volunteering in the classroom
yy The importance of parent teacher communication at least annually
parent teacher conferences to discuss achievement and the
compact frequent progress reports to the parents and reasonable
access to the staff and to observe and participate in classroom
activities.
20 U.S.C. 6318 et seq., Elementary and Secondary Education Act of 1965
34 C.F.R. Part 200 et seq.
What do Parents Have the
Right to Know?
Parents have the right to know in a language that is understandable…
yy Whether their child’s school is funded with Title I and what does it
mean to be a Title I school.
yy That each school must develop with parents a schoolwide Parent
Involvement Policy.
yy Whether their child’s school is meeting the NCLB standards.
yy Whether their child’s teacher is highly qualified.
yy What is being done to improve your child’s school.
yy Whether your child’s school is safe and drug free.
yy That as a parent, you have additional options, such as Public
School Choice, for your child’s education, if your child’s school is
not in ”good standing” under NCLB.
yy That if your child attends a school that is not in ”good standing”
under NCLB, then your child may be entitled to Supplemental
Educational Services (SES), from an approved tutoring provider.
yy That as a parent, you should be informed through frequent reports
about your child’s academic progress.
yy That as a parent, you should have access to the school’s staff and
your child’s classroom.
yy That as a parent, you should be informed by the school as to what
academic services are available at your child’s school.
yy That as a parent, you should be informed by the school of
changes in the school’s academic standing.
yy Convene an annual meeting at a convenient time to which parents of
participating children are invited, to explain the parents’ rights to be
involved and the schools obligations to develop an involvement plan
yy Devise a flexible meeting schedule and describe assistance to
encourage parental involvement, such as child care, transportation,
home visits, or similar aid
yy Involve parents in an organized, on-going, and timely way in the
development, review, and improvement of parent involvement activities
43
Federal Programs in Charlotte County
Title I Part A
Title II Part A
Title III
Title I is the largest federal program supporting education.
The program provides supplemental educational services for
all children to have a fair, equal and significant opportunity to
obtain a high-quality education. Title I provides flexible funding that may be used to provide instructional staff, professional
development, extended-time programs, and other strategies
for raising student achievement in high-poverty schools. Title
I targets these resources to the schools where the needs are
the greatest.
Title II A provides supplemental resources for the purpose of
recruitment and training of instructional personnel and school
leadership (principals and assistant principals). With the enactment of the No Child Left Behind legislation, a primary focus
of Title IIA is to ensure that all instructional and leadership personnel meet the requirements under the definition of ”Highly
Qualified” through recruitment and training efforts, with particular attention to the schools that receive funds from Title IA.
Title III, Supplementary Instructional Support for English
Language Learners (ELL) is a federal program that provides
supplemental materials or programs to support all K-12 ELL students so that they may graduate from high school and enroll
in some type of post secondary program. These materials are
supplementary and may not supplement any materials or programs that already exist in the schools. The target areas for
this grant to support are reading and language arts. The grant
also provides assistance in the content areas to make them
comprehensible for all ELL students.
Parent involvement strategies and initiatives will be coordinated with and integrated into the Early Childhood programs
through parent participation in the Title I Family Reading
Experience at school sites, and family literacy training by the
Title I staff.
Title I services for private school students are developed in
consultation with officials of the private schools. The amount
of Title I funds allocated to each participating public school attendance area is determined on the basis of the total number
of low-income students, both public and private, residing in
the schools’ attendance area. Expenditures for private school
students in each area generally are determined based on the
number of students from low-income families residing in that
area who attend the private school.
Private school leaders and instructional personnel can access
training and recruitment programs funded through Title IIA.
Participation is provided on an equitable basis proportional
to student enrollment and classification. Access to services is
provided upon consultation.
For more information about Title II, please contact Dr. Christine
Dollinger, Coordinator of State and Federal Programs (941)
255-0808, ext 3031 or email at [email protected] or Mary Leonard (941)-255-7675 or email
[email protected]
Private school personnel can access Title III funds on an equitable basis based upon the ELL student population and needs.
Access to these services is available upon consultation.
For more information about Title III, please contact Dr. Christine
Dollinger, Coordinator of State and Federal Programs (941)
255-0808, ext 3031 or email at [email protected]
For more information about Title I, please contact Dr. Christine
Dollinger, Coordinator of State and Federal Programs, 941255-0808 or email [email protected]
44
Lista de Control Para Auto Evaluación de Padres
Céntrese en Actitud
Enfatizo a mi niño la importancia de la educación y hacer lo mejor que pueda en la escuela.
Expreso mi creencia en la capacidad de mi niño para tener éxito..
Ayudo mi niño establecer metas educacional de plazo corto y largo..
ICelebro los talentos académicos de mi niño..
Si
Si
Si
Si
No
No
No
No
Si
Si
Si
Si
Si
No
No
No
No
No
Si
Si
Si
Si
No
No
No
No
Si
Si
Si
Si
No
No
No
No
Si
Si
Si
Si
No
No
No
No
Céntrese en Academia
Apoyo lectura con actividades de edad apropia en el hogar.
Aseguro que nuestra casa tiene un tiempo y lugar consistente para hacer los deberes..
Aseguro que mi niño tenga acceso a materias necesitadas para completar tareas.
Discuto regularmente y pido ver el trabajo que mi niño hace en la escuela.
Asisto talleres a como ayudar a mis niños en casa.
Céntrese en Comportamiento
Vigilo el Internet, el email, sitios de charla y juegos de vídeo utilizados por mi niño..
Vigilo los programas de televisión y los videos vistos por mi niño.
Enseño y refuerzo conductas positivas como respeto para el ser y para otros, el trabajo dedicado y la responsabilidad. .
Soy consciente de esperanzas de comportamiento impuesto por la escuela.
Céntrese en Responsabilidad
Aseguro que mi niño tenga una rutina regular.
Animo a mi niño a aceptar responsabilidad para sus acciones. .
Aseguro que mi niño esté en la asistencia y a la hora en la escuela cada día.
Vigilo y promuevo la participación de mi niño en actividades fuera del programa de estudios y extraescolares.
Céntrese en Actividades de Hogar y Escuela
Comunico regularmente con el maestro de mi niño en la persona, por teléfono, por email o por escritura. .
Preparo para y asisto conferencias de maestro; Planes Educativos Individualizados,
Planes de Mejorar la Academia, u otras reuniones individualizadas de estudiante.
Asisto a jornadas de puertas abiertas, ferias de ciencia, obras de teatro,
viajes de clase, u otras actividades de la escuela en cada oportunidad.
Cuándo es posible, me ofrezco en la escuela. .
*Esta Auto Evaluación es para su uso y no tiene que ser vuelto a la escuela de su niño
*Esta Auto Evaluación de Padres, requerido anualmente por ley del estado, es proporcionada para ayudar padres determinar lo dedicado
que están a promover una educación positiva para su niño.
45
Matriculacion de Estudiante
Matriculacion
de Estudiante
Estudiantes deben tener ser cinco (5) años en o antes
del primer de septiembre para entrar al kindergarten.
Llame la escuela para una cita de matrícula. Un padre
o el guardián deben acompañar a un estudiante menor
de dieciocho (18) años de edad para registrar en una escuela. La ley de Florida requiere lo siguiente:
La prueba escrita de residencia actual, domicilio (cuenta
por ejemplo reciente del servicio de agua, electricidad,
acuerdo de hipoteca o contrato de alquilar)
Prueba de fecha de nacimiento. Necesitamos uno de los
siguientes:
Copia certificada de certificado de nacimiento
Certificado de bautismo que muestra la fecha de
nacimiento y lugar de bautismo, con declaración jurada
de padre
La póliza de seguros del niño que ha sido vigente por lo
menos dos (2) años
El registro de Biblia del nacimiento de niño con declaración jurada de padre
El pasaporte o el certificado de llegada en los Estados
Unidos
El registro de la escuela, por lo menos cuatro (4) años anterior, que enseña la fecha de nacimiento
La declaración jurada del padre acompañada de un
certificado de examen de un oficial de la salud que muestra la fecha de nacimiento
La forma 680, prueba de inmunización del Departamento
de Salud. Esta forma está disponible de un medico privado o el Departamento de Salud.
Departamentos de Salud del Condado de Charlotte
En Englewood:
688 San Casa Rd.
Englewood, FL 34224
(941) 474-3240
En Port Charlotte:
100 Loveland Blvd
(941) 624-7200
Eleccion de Escuela
Elección de Escuela permite a padres matricular a sus
niños en una escuela que no sea la que ellos han sido
asignados. La elección debe ser hecha durante el mes de
Febrero y entrará en vigencia en el comienzo del próximo
año escolar. Los padres o los guardianes que solicitan una
reasignación de estudiante afuera del mes de Febrero
deben completar una Forma de Estudiante Reasignación
para la sumisión al Comité de la Dificultad del Distrito.
Para mas información llame a April Prestipino en las Escuelas
Publicas del Condado de Charlotte 941-255-0808.
Matriculación en Febrero
yy Durante Matriculación Abierta en Febrero; cualquier
niño de edad escolar que reside en el Condado de
Charlotte puede aplicar para asistir una escuela fuera
de su distrito asignado.
yy La forma apropiada de la reasignación para ser
completada para Matriculación Abierta en Febrero
es la Forma de Estudiante Reasignación. Los padres
pueden obtener esta forma de cualquier escuela
pública del distrito.
yy La Forma de Estudiante Reasignación debe ser
sometido para obtener una reasignación de estudiante
y es aceptado sólo durante el mes de Febrero.
yy Este es el único tiempo que esas peticiones de
reasignación son garantizadas, a menos que las
fronteras escolares son “cerradas” debido a un aumento
en la matriculación de estudiante o disponibilidad de
programas especiales.
yy Además de Matriculación Abierta en Febrero; padres
de estudiantes en el Kindergarten tienen la opción
de matriculación abierta si completan una Forma de
Estudiante Reasignación durante la matriculación de
Kindergarten.
yy Si un estudiante de escuela secundaria es reasignado,
debe ser de acuerdo con las reglas de la Asociación
del Instituto de Florida Actividad (FHSAA).
yy Solo durante Matriculación Abierta en Febrero, la
escuela secundaria de reasignación distribuirá las
FHSAA Formas Azules de Renuncia al estudiante.
yy Las regulaciones de FHSAA gobernarán elegibilidad
para el atletismo de todos estudiantes reasignados de
escuelas secundaria.
yy Sobre la recomendación de los directores y la revisión y
la aprobación del Comité de Dificultad, un estudiante
puede ser vuelto a la scuela asignada en su área de
asistencia al principio del próximo período de graduación
para las razones siguientes: disciplina y/o problemas de
asistencia; otros cambios en circunstancias. (Regla 5120
de la Junta de Educación La Matriculación Durante
Meses Afuera de Febrero
yy Elección de Escuela permite a padres matricular a sus
niños en una escuela que no sea la que ellos han sido
asignados. La elección debe ser hecha durante el mes
de Febrero y entrará en vigencia en el comienzo del
próximo año escolar.
yy Los padres o los guardianes que solicita una reasignación
de estudiante afuera del mes de Febrero deben
completar una Forma de Estudiante Reasignación para
la sumisión al Comité de la Dificultad del Distrito.
yy Los padres que perdieron el período de matriculación
en Febrero pueden aplicar.
yy Los padres nuevos al condado que perdieron el período
de matriculación en Febrero y escogen una escuela
afuera del distrito para el próximo año escolar pueden
aplicar.
yy Los padres siempre deben comenzar el proceso de
reasignación en la escuela de residencia.
yy Ningún niño será reasignado a una escuela con
las fronteras Cerradas debido a un aumento en la
matriculación de estudiante.
yy Los padres pueden obtener una Forma de Estudiante
Reasignación de cualquier escuela.
yy La Forma de Estudiante Reasignación debe ser sometida
a la oficina del Director de Servicios de Estudiante para
la revisión por el Comité de Dificultad.
yy El director de la escuela asignada a su niño debe firmar
la Forma de Estudiante Reasignación en el espacio
referido Director que Envía.
yy Después de obtener la firma del Director que Envía, los
padres deben obtener la firma del director de la escuela
que es solicitado, es referido Director que Recibe.
yy Los estudiantes podrán cambiar las escuelas después de
la aprobación del Comité de Dificultad en el comienzo
del próximo período de graduación.
Para Su Informacion
Los autobuses escolares son equipados con videocámaras,
que son activados mientras estudiantes andan en el
autobús.
Horas que Comienzan las Escuelas
Escuelas Elementar: Deep Creek, Liberty, Sally Jones,
Meadow Park, Myakka River 8:35 a.m. hasta 2:35 p.m.
Escuelas Elementar: Baker Center, East, Kingsway, Peace
River, Neil Armstrong, Vineland 8:55 a.m. hasta 2:55 p.m.
Escuelas Intermedias 9:25 a.m. hasta 3:55 p.m.
Escuelas Secundarias 7:25 a.m. hasta 1:55 p.m.
Academy/Charlotte Technical Center 7:55 a.m.
hasta 2:25 p.m
46
Asistencia a la
Escuela
La asistencia a la escuela es requerida de todos estudiantes, kindergarten hasta la edad de 16
Los estudiantes que tienen excesivo ausencias excusadas
o no excusado serán referidos al Child Study Team (Equipo
de Estudio de Niños) para intervenciones apropiadas.
Para más información, lean el Código de Conducto de
Estudiante de Charlotte.
La Junta de Educación mantiene que la asistencia a la escuela diaria es esencial al éxito educativo de cada estudiante. Se espera que los estudiantes estén en la escuela
y la clase a la hora para recibir beneficio completo de los
programas de instrucción en las escuelas de Charlotte.
Se espera que padres notifiquen la escuela cuando su
niño esta ausente. Para el propósito de reunir los datos estadísticos, todas ausencias serán registradas en la oficina
como excusadas, no excusado, o ausente por suspensión
extraescolar.
Que Pasa si su Nino
se Atrasa
Cada estudiante tiene que tomar parte en las pruebas
de evaluación del estado entero. El estudiante que no
raya en Nivel 3 o mas alto en lectura y matemática, o un
3.5 o mas alto en la escritura debe ser proporcionado con
evaluaciones diagnósticas adicionales para determinar
la naturaleza de la dificultad del estudiante y áreas de la
necesidad académica.
Si su niño lucha por realizar su nivel de grado en la lectura
o matemática, como indicado con el Nivel 1 o 2 en el
examen de lectura o matemática de FCAT 2.0, o menos
de 3 en la escritura de FCAT 2.0, recibirás un carta pidiéndote que vengas a una conferencia. En aquel momento,
un Plan de Monitor de Progreso (PMP) será desarrollado
que resumirá qué tipo de exceso ayuda su niño necesita
y cómo ella/él lo conseguirá. El plan también incluirá lo
que su niño necesitará poder hacer para estar académicamente en la igualdad con su nivel de grado.
Ausencias
Excusadas
yy Enfermedad del estudiante
yy Enfermedad grave o muerte de un miembro de la familia del
estudiante, inclusive significante otro.
yy Estudiantes excluidos de la escuela que tienen piojos en el cabello
o los huevos de piojos serán permitidos hasta cinco (5) días lectivos
para eliminar los piojos. Después de cinco (5) dias lectivos para una
sola ocurrencia, las ausencias serán consideradas no excusadas
a menos que el director o persona a cargo extiendan la clasificación
dispensada para circunstancias especiales.
yy Citas con el medico o dentista. Los padres son aconsejados a
planificar las citas después de horas de clase.
yy Asuntos de salud en relacion a jóvenes embarazadas, madres
adolescentes y/o sus niños. Las citas después de las horas escolar
son aconsejados.
yy Asuntos legales.
yy Dias religiosos/entrenamiento de la fe específica de estudiante o
instrucción religiosa. Los estudiantes serán dispensados de cualquier
examen, del estudio, o de la tarea para la observancia de dias
religiosos o porque los principios de su religión prohíben actividad
secular en tal tiempo.
yy Los honores especiales y/o premios.
Noten:
Aqui Estan Algunas
Preguntas Para Llevar
en Mente
yy ¿Realiza mi niño en nivel de grado?
yy ¿Que son las fuerzas y debilidades de mi niño en la lectura,
matemática, ciencia, y estudios sociales?
yy ¿Cuánto tiempo debe coger mi niño para hacer los deberes?
yy ¿Son completadas las tareas de mi niño correctamente y a la hora?
yy ¿Tiene usted una carpeta del trabajo de mi niño? ¿Lo revisará usted
conmigo?
yy ¿Se lleva bien mi niño con otros estudiantes?
yy ¿Tiene la escuela programas especiales para satisfacer las
necesidades de mi niño?
yy ¿Qué puedo hacer en casa para dar apoyo a lo que sucede en el
salón escolar?
yy ¿Qué es la mejor manera de mantener contacto con usted?
yy Viajes con padres son considerados no excusados a menos que
tengan el permiso del principal tres (3) dias con antelación.
yy Viajes patrocinados por la escuela, actividades extraescolar,
asambleas, y suspensiones internas no son consideradas ausencias.
Ausencia No
Excusada
yy Ausente de la escuela o la clase sin el conocimiento y permiso de sus
padres o el guardián o autoridades de la escuela.
yy En el nivel secundario, las ausencias más allá de nueve (9) días
lectivos por semestre (más allá de cinco (5) días lectivos en un
Prolongado o el período de bloque) son considerados excesivo y
serán contado como no excusado a menos que documentación
oficial sea proporcionada.
yy Ausencias excesivas, dispensadas o crónicas.
yy Los estudiantes que acumulan más de quince 1( 5) ausencias o
ausencias dispensadas crónico/excesivos, que ocurren de costumbre
semana por semana en cualquier tiempo durante el año escolar,
pueden ser requeridas a proporcionar documentación por la petición
del principal. El fracaso para proporcionar documentación adecuada
puede tener como resultado ausencias ser consideradas no
excusadas con una referencia para el ausentismo.
Noten:
yy Los estudiantes que acumulan tan solo cinco (5) ausencias no
excusadas en un mes del calendario pueden ser referidas al Juicio
del Ausentismo.
yy Los estudiantes que acumulan más de 15 ausencias no excusadas
en un período de 90 días son susceptibles a la revocación del
Permiso de Conducir.
47
Oportunidad de
Voluntarios Para Padres
Como padre su prioridad más alta es su familia. Familias
pueden proporcionar a niños con una base firme para
aprender tomando parte en la educación de su niño a la vez
aumentando su propio. Las oportunidades siguientes están
disponibles a las familias de estudiantes de las escuelas del
Condado de Charlotte y son apoyadas totalmente por el
distrito de la escuela.
Ofrecerse Las escuelas del Condado de Charlotte animan
a todas familias a ofrecerse en cualquier área que ellos se
sienten bien. Abajo hay una variedad de oportunidades
para familias ayudar las escuelas.
yy Concilio Consultor de Escuela: Esto es un equipo
de personas que representan varios segmentos
de la comunidad-padres, maestro, estudiantes,
administradores, personal de apoyo, y de miembros
interesados de empresarios y comunidad. Cada
escuela es requerida a tener un comité. Este comité
es responsable por la planificación estratégica para el
plan de mejorar su escuela.
yy Voluntarios en la Escuela: Por ser voluntario, padres
pueden te neruna parte activa en la educación de su
niño y también las actividades de la escuela. Se necesita
el talento de todos. Puedes o frecer ser voluntario por
tan solo una hora por semana. Algunas oportunidades:
tutores, mentor , a sistentes en el salón, oficina,
ayudantes de computadora, acompañantes del viaje
de estudio, ayudantes de biblioteca, tutores adultos con
capacidad de leer y escribir , tutores de ESOL, socios del
salón y de la escuela. Contacte la escuela de su niño
para ver las oportunidades específicas que se ofrecen.
Educacion de Padres
PASAporte al Éxito: Este programa de ocho módulos
muestra a padres cómo ser promotor del aprendizaje
para poder satisfacer efectivamente las necesidades
educativas de sus niños. Los temas incluyen: La Actitud de
Padres, Estructurando el Ambiente del Hogar, Habilidades
de Estudio, Habilidades de Deberes, Habilidades de
Tomar Notas, Ayudando a Niños prepararse para Pruebas,
Aumento de Memoria y Desarrollando Habilidades
de Pensamiento, enseñando Habilidades de Leer. Al
completar este programa, los padres tendrán un método
efectivo y sistemático que permitirá ellos ayudar a sus niños
alcanzar niveles académicos altos de Florida.
Familias Construyen Mejores Lectores: Los talleres de
familia son para padres de estudiantes kindergarten al
tercer grado. Los padres que toman parte en estos talleres
aprenden acerca de actividades sencillas que ellos
pueden hacer con sus niños para mejorar realización de
lectura.
PTO: Esta organización de padres y maestros proporciona
a participantes una oportunidad de trabajar juntos para
promover éxito de estudiantes.
Educación de Padres es diseñado para ayudar padres
afrontar los desafíos que ellos pueden tener durante su
viaje de toda la vida como un padre, al criar niños, con
comunicación positiva, cooperación, respeto mutuo, con
el amor propio, y con la responsabilidad. Además, los
padres aprenden maneras de eliminar luchas por el poder
con habilidades de disciplina que trabajan realmente.
Para más información y horarios con respecto a clases de
cuidar de los niños, contacte a Gail Buck (941) 255-7480.
Seminarios del Cuidar de Niños y Clases Ofrecidas
por el Programa de Niños y Familias Primero Escuelas
Publicas del Condado de Charlotte
El Cuidar de los Niños Ahora Activo: , Este seminario de seis
semanas es diseñado para padres de niños 5 a 12 de edad
y demuestra técnicas pacíficas de disciplina y habilidades
efectivas de apoyo.
Los temas incluyen:
yy El cuidar de los niños en el Siglo 21
yy Comunicación Activa
yy Disciplina Efectiva
yy Soslayar la Lucha por el Poder
yy Construir Carácter, Valor y el Amor Propio en su Niño
yy La Magia de Reuniones de Familias
Este seminario es ofrecido cuatro veces durante el año
escolar y es gratis para padre, Niños y Familias Primero. No
proporciona cuidado de niños.
TransPariente : Desde 1993 esta clase es obligatoria en el
Vigésimo Circuito Judicial en todos casos de disolución
en los que niños menores son implicados. Esta clase es un
programa educacional diseñado para enseñar el cuidar
de los niños efectivo durante las transiciones del divorcio
o separación paternal. Impresiona sobre padres el papel
crítico que ellos juegan en la capacidad de su niño para
ajustar a cambios que rodean el divorcio.
Este seminario acentúa la responsabilidad de cada padre
para proporcionar un ambiente sano sin amenazas al niño.
Los temas incluyen:
yy Sentimientos asociados con el divorcio
yy Maneras que niños de edades diferentes reaccionan
durante transición
yy Un enfoque del cuidar de los niños que beneficiará a
sus niños
yy Maneras sugeridas para hablar con niños acerca del
divorcio
yy Otros ajustes necesarios que niños tienen que hacer
TransPariente es ofrecido una vez al mes desde Agosto
hasta Mayo. El costo para asistir esta clase es $25.00 por
persona.
Castillos de Arena: Este programa educativo para
niños de edades 61 - 7 son ofrecidos mensualmente en
conjunción con TransPariente. Los castillos de arena es
una experiencia entre grupos que proporciona a niños con
una oportunidad de empezar a tratar con su reacción a
la separación de sus padres y el divorcio. Cuándo niños
encuentran a otros niños con cambios semejantes, alivian
inmediatamente a los niños del intenso aislamiento que
experimentan a menudo con el divorcio. Es un excelente
comienzo a resolver los asuntos de divorcio con los niños y
ayuda a traer padres y a niños juntos. Niños que asisten a
Castillos de Arena son gratis.
Favor de llamar (941) 255 - 7480 para más información o
registrar para cualquier de las clases.
Servicios de Apoyo
para Escuelas
La Intervención del Estudiante y Servicios de Prevención
incluyen una variedad de ayuda de asistencia social para
satisfacer mejor las necesidades de estudiantes, familias, y
el personal de la escuela. Los servicios incluyen:
yy Intervención de asistencia y ausentismo
yy Intervención de crisis
yy Intervención de familia
yy La ayuda a estudiantes y familias sin hogar
yy Orientación de corto tiempo para individuo y grupo
yy El apoyo individualizado para estudiantes de riesgo
yy Referencias de agencia de comunidad
yy Consulta para empleados
yy Programa alternativa para estudiantes con asuntos
disciplinarios
yy Actividades de recuperación para los que abandonan
los estudios
Programa de Ninos y
Familias Primero
El Programa de Niños y Familias Primero es un proyecto
de la escuela que ofrece los servicios y los programas
siguientes a niños y familias en el Condado de Charlotte.
Servicios en el lugar incluyen:
yy Los Pasos Tempranos proporcionan personal de
coordinación de
yy servicio y de apoyo para preparar evaluaciones de
desarrollo basadas
yy en la comunidad y proporcionar logopedia
yy Los servicios para orientación de salud mental de Niños
y Familias
yy Primero proporciona evaluación, referencia, servicios
de
yy orientación a niños, individuo, familia o grupo y a
familias en el área
yy de Englewood. Esta orientación también es ofrecida
en la oficina cerca
yy de la escuela Elementar de Meadow Park
yy El Sistema de Recurso de Aprendizaje y Diagnostico de
Florida
yy (FDLRS/Encuentro de Niños) ayuda en localizar,
identificar y obtener
yy servicios para niños impedidos o con necesidades
especiales
yy Reuniones de Transición
yy Programas para Educar a Padres: Padres activo en el
cuidado de niños,
yy Transpariente, y Castillos de Arena (favor de llamar
para más
yy información de las clases para padres)
yy Orientación para estudiantes de Charlotte sobre el
abuso de drogas
yy Familias Sanas del Condado de Charlotte
proporcionan educación para
yy padres, orientación, apoyo, materias educativas y
asistencia como
yy necesidades dictan en el programa de Niños y Familias
Primero
yy Sociedad de la Casa de Niños proporciona dos
Coordinadores de
yy Servicios de Apoyo de Desarrollo para proporcionar
servicios de
yy administración de casos a clientes elegibles por el
desarrollo
yy incapacitados al programa de Niños y Familias
Primero.
Los sitios de Niños y Familias Primero
son situados en:
Meadow Park Elementary School
3131 Lakeview Boulevard
Port Charlotte
Teléfono: (941 ) 255 - 7480
Lemon Bay High School
2201 Placida Road
Englewood
Teléfono: (941 ) 475 - 4961
48
49
50
COMO AYUDAR A SU HIJO A SER UN CIUDADANO RESPONSIBLE
garantizar que los maestros les exijan un alto nivel de rendimiento.
jóvenes.
Todos los padres desean que sus hijos crezcan para ser buenas personas y
ciudadanos responsables. Al igual que se debe enseñar a los niños a atarse
los cordones de los zapatos, leer y escribir, y resolver problemas matemáticos,
también deben recibir orientación para desarrollar características de buena
conducta que son valoradas en su familia y la comunidad en que viven.
La Ley Que Ningún Niño Se Quede Atrás, la campaña nacional para mejorar
la educación, tiene por eje de atención la promesa de establecer requisitos
mínimos académicos más estrictos para todos los estudiantes y ayudar a los
estudiantes a cumplir con esos criterios. Este folleto está basado en la serie
de publicaciones Cómo ayudar a su hijo para padres y familias, destinado
a presentar a los padres los últimos estudios de investigación e información
práctica para ayudarles a apoyar a sus hijos y garantizar el éxito en la
escuela y la vida.
Reserve diariamente un tiempo especial para leer en voz alta a sus hijos.
Quince minutos al día sería ideal.
CONSEJOS PARA LOS PADRES
Siente a sus niños donde puedan ver con claridad lo que están leyendo,
especialmente si es un libro.
Son enormes los beneficios de promover el desarrollo de la buena conducta
o buena solvencia moral en los niños. Los estudios de investigación muestran
que los niños que crecen con valores fuertes y positivos son más felices y se
desempeñan mejor en la escuela. También son más capaces de equilibrar
sus deseos y necesidades personales con los de los demás y hacer aportes
positivos a la sociedad.
La Ley Que Ningún Niño Se Quede Atrás, la campaña nacional para mejorar
la educación, reconoce que el desarrollo del sentido de buena conducta
o buena solvencia moral y el aprendizaje de valores son componentes
importantes en la educación completa de un estudiante. Este folleto está
basado en la serie más extensa de publicaciones Cómo ayudar a su hijo
para padres y familias, destinada a presentar a los padres los últimos estudios
de investigación e información práctica para ayudarles a apoyar a sus
hijos y garantizar su éxito en la escuela y la vida. Las cualidades de amplia
solvencia moral tratadas en este folleto son reconocidas universalmente por
personas de muchas religiones y culturas. La información presentada aquí
puede ser usada por padres de diversos orígenes y con diferentes creencias.
Como padre, usted tiene un interés especial en la educación de su hijo. Al
involucrarse cada vez más en la misma, puede usar en su casa algunos de
los siguientes consejos:
Aliente a su hijo a leer. Entre todo lo que puede hacer para ayudar a su hijo
a triunfar en la escuela, esto es lo más importante. Lea con su hijo desde la
infancia, y encárguese de que cuente con mucho material de lectura en
la casa.
Hable con su hijo. El hablar y escuchar son componentes importantes del
éxito de los niños en la escuela. Al contar con muchas oportunidades para
usar y oír el lenguaje hablado, los niños tienen una gran ventaja, y adquieren
la capacidad lingüística necesaria para obtener buenos resultados en la
escuela.
Instrucciones:
Controle la tarea escolar, y la cantidad de tiempo que los niños pasan
viendo la televisión, jugando a los videojuegos, y usando el Internet. Ayude
a su hijo a organizarse y establezca un lugar tranquilo en el hogar para
estudiar. Limite la cantidad de tiempo que su hijo pasa mirando la televisión,
navegando el Internet, y jugando con los videojuegos. Ayude a su hijo a
aprender a usar el Internet de manera apropiada y eficaz.
Deje que su hijo lo vea ejercer la paciencia al realizar una tarea nueva o
difícil o al enfrentar las frustraciones cotidianas de la vida, tales como la
congestión de tráfico.
Promueva la responsabilidad y el trabajo independiente en su hijo. Aclare
para su hijo que tiene que asumir responsabilidad por sus acciones tanto en
la casa como en la escuela.
Use un cronómetro mientras usted y su hijo trabajen en una tarea difícil.
Para los niños pequeños, comience con un intervalo corto de tiempo y vaya
incrementándolo de ahí. Esta actividad formará la perseverancia.
Promueva el aprendizaje activo. Escuche las ideas de su hijo y reaccione a
ellas. El aprendizaje activo también puede ocurrir cuando su hijo practica
los deportes, actúa en una obra teatral de la escuela, toca un instrumento
musical, o visita los museos y las librerías.
ACTIVIDAD
Seguir intentando Ser una persona con buena solvencia moral a menudo
requiere tener paciencia y perseverancia.
Ayude a su hijo a establecer prioridades. Por ejemplo, se puede enseñar a
su hijo a terminar la tarea escolar antes de ver la televisión, o terminar sus
quehaceres domésticos antes de jugar con los amigos.
Convierta las tareas difíciles en un juego. ¿Cuántas palomitas de maíz
tiradas en el piso puedes recoger? ¿Quién puede batir el récord de lavar la
mayor cantidad de ventanas (y lavarlas bien, por supuesto)?
Cómo ayudar a su hijo a ser un ciudadano responsable
COLABORANDO CON LOS MAESTROS Y LAS ESCUELAS
A continuación se ofrecen sugerencias para colaborar con los maestros de
su hijo y otros funcionarios de escuela para garantizar que toda persona
comprenda los valores básicos que desea que su hijo aprenda y ponga en
práctica:
Visite con los maestros de su hijo a principios del año escolar. Dígales qué
clase de persona desea que su hijo sea y cuáles valores son importantes
para usted.
Si la escuela tiene un programa de educación de la buena conducta,
pida una descripción del currículo y hable con los maestros sobre cómo
usted puede enfatizar las lecciones en la casa. Si la escuela no ofrece tal
programa, trabaje con la escuela y la comunidad local para iniciarlo.
Esté alerta a mensajes contradictorios que la escuela tal vez esté dando
a su hijo, y exprese sus inquietudes a los maestros. Por ejemplo, algunos
maestros quizás esperen que los alumnos vengan a la clase con todas las
materias que ellos necesitan para los deberes escolares del día, mientras
otros quizás permitan que los alumnos pidan prestados del uno al otro o que
se participen en la clase sin materias.
Trabaje con otros padres para ayudar a la escuela de su hijo a establecer
criterios estrictos para la conducta tanto durante las horas de escuela como
en eventos tales como los partidos de deportes y los conciertos fuera de
las horas de clase. Ayude a confeccionar una lista de voluntarios para
supervisar las actividades de escuela o para hacer de chaperón en las
excursiones.
Brochure: Cómo ayudar a su hijo a triunfar en la escuela
Para que los niños triunfen en la escuela, los padres deben participar
activamente en el aprendizaje de sus hijos. Muchos estudios de investigación
indican que la participación de los padres en la escuela es más importante
para su éxito académico que el grado escolar alcanzado por los padres
o su nivel económico. Al mostrar interés en la educación de sus hijos, los
padres pueden estimular el entusiasmo, indicándoles que el aprendizaje,
tanto dentro como fuera de la escuela, es fuente de placer y satisfacción.
Los padres pueden ayudar a sus hijos a triunfar participando en la escuela
u otras actividades didácticas, leyendo con sus hijos, asistiéndoles en la
tarea escolar, y hablando con los maestros de sus hijos. Los padres pueden
compartir con los maestros los objetivos que tienen para sus hijos para
ayudando a su hijo a aprender a tomar los exámenes
Usted puede ser de gran utilidad para su hijo si sigue algunos de los siguientes
consejos relativos a los exámenes y cómo tomarlos:
Lo que no debe hacer es:
Molestarse por un determinado puntaje en un examen.
Dar mucha importancia a los puntajes en los exámenes de su hijo. La presión
excesiva puede afectar su desempeño en el examen.
Lo que sí debe hacer es:
Animar a su hijo y elogiar lo que hace bien. Reunirse con los maestros y
pedir actividades de preparación para los exámenes que usted y su hijo
puedan hacer en casa. Ver que su hijo asista a la escuela con regularidad.
Establecer un lugar tranquilo para estudiar en casa y asegurarse de que su
hijo esté bien descansado los días de escuela. Proporcionar libros y revistas
para que su hijo los lea en casa. Ayudar a su hijo a evitar la ansiedad por
los exámenes.
Usted puede ayudar a reducir la ansiedad por los exámenes, si alienta a su
hijo a hacer lo siguiente:
Planear con tiempo. Comenzar a estudiar para el examen mucho antes
para evitar “quemarse las cejas” la noche antes del examen.
Dormir lo suficiente la noche antes del examen.
El día del examen, leer todas las direcciones con cuidado antes de
comenzar.
Echarle un vistazo al examen primero para determinar qué clase de
preguntas contiene. Esta táctica le ayudará a determinar cuánto tiempo
hay que dedicar a cada parte del examen.
Saltarse las preguntas difíciles y seguir adelante. Si sobra tiempo al final del
examen, volver a intentarlas de nuevo.
Varíe las selecciones de lectura. Para niños pequeños, utilice libros con
dibujos, con historias que sean simples, fáciles de entender y coloridas.
Lea despacio y utilice expresiones faciales. Mientras usted más exagere,
más disfrutarán sus hijos. Trate de sustituir con el nombre de su niño, el
nombre del personaje en la historia.
Déle tiempo a sus hijos para que se envuelvan en la historia, así como
tiempo para hablar sobre lo que leyó.
Mientras usted lee en voz alta, anime a los niños a participar en la lectura.
Invítelos a describir los dibujos o fotos, permítales leer un poquito de la
historia, o haga que prediquen lo que ellos creen que va a suceder. Es más
divertido si les permite dramatizar los caracteres de la historia, o quizás leer
algunas líneas del diálogo.
A la misma vez que usted lee en voz alta, estimule a los niños a envolverse en
el contenido de lo que usted está leyendo. Invítelos a describir las láminas,
a leer pedacitos de la misma, o predecir lo que ocurrirá próximamente en
la historia. Es divertido actuar o dramatizar los diferentes personajes de la
historia o leer líneas del dialogo.
A los niños les gusta completar lo que están haciendo, por lo tanto, finalice
lo que comenzó. Si el libro es extenso, encuentre un punto determinado
para dejar de leer, como el final de un capítulo.
Continue leyéndoles en voz alta a sus hijos aun cuando ya hayan
comenzado el año escolar. y se conviertan en lectores independientes. No
existe una edad límite para dejar de leer a sus hijos.
Los adolescentes pudieran disfrutar leyendo en voz alta a sus hermanos más
pequeños. Muchas veces disfrutan leyendo de nuevo, viejas historias que
eran sus favoritas cuando eran niños.
Narraciones Familiares
Desde tiempos antiguos, la narración de las historias familiares ha
encendido la imaginación de los oyentes de todas las edades y partes del
mundo. Generación tras generación, las familias han relatado historias que
entretienen, infunden valores, transmiten tradiciones y expresan esperanzas
y sueños.
Las narraciones de historias han sido puestas en alta estima y son un
importante escalón hacia el desarrollo de la alfabetización de los
niños. Cuando usted relata historias a sus hijos, les está desarrollando su
vocabulario, brindando así un sentido de como las historias trabajan para
ejercitar la imaginación a los niños, al ellos visualizar el desarrollo del cuento.
Una familia prolífera en historias posee una rica herencia que pasar a
sus hijos. Incluimos aquí algunas sugerencias de narración de historias de
“La lectura es fundamental (RIF) (“ Reading is Fundamental (RIF)”), una
organización sin fines lucrativos, cuya misión es motivar a los niños a leer.
•
Escoja un cuento que sea apropiado para a su audiencia. Asegúrese
que los jóvenes oyentes puedan seguir la trama, y de que puedan
retener la atención durante el relato del cuento. Historias folklóricas,
cuentos de hadas, relatos familiares, que sean graciosos, tontos o
dolorosos acerca de la niñez son siempre buenos recursos.
•
Lea o ensaye la historia hasta que se la sepa de memoria.
•
Cuente historias que le agraden. Si usted no se siente entusiasmado
con la historia, su voz lo delatará al percibir su falta de interés.
Recuerde que el entusiasmo es contagioso.
•
Use palabras llenas de colorido. Ricas, con un lenguaje descriptivo,
que permita a los niños visualizar la historia mientras usted la relata.
•
Cambie su tono de voz. Haga distinciones entre las diferentes voces
de los personajes por medio del cambio de su propia voz. Hablando
ligero o despacio, subiendo o bajando la voz puede dramatizar la
acción o el contenido de la historia.
•
Deje que sus niños participen. Ellos pueden decir la palabra mágica
cuando usted lo indique, repetir líneas, o añadir efectos de sonido. Si
usted está creando la historia según la relata, pídales que contribuyan
en la creación de la misma.
•
Utilize los “props”. Use artículos simples del hogar para poder darle
vida a la historia que a su vez estimulan a los niños a repetir el cuento.
Sus niños también pueden hacer sus propias marionetas utilizando
bolsas de papel, palitos, o cortar modelos de tela de fieltro, pegados
en una tabla cubierta de fieltro.
•
¡Repita una y otra vez! Así como un buen libro, una buena historia
puede ser repetida una y otra vez. Con el tiempo sus niños desearán
decir la historia ellos mismos.
Como Comenzar
Leyendo en voz alta a sus hijos
Leer en voz alta es el mejor regalo que usted puede, libremente, dar a sus
hijos desde el momento en que nacen hasta que se independizan y dejan
de vivir con usted. Los expertos en lectura de niños están de acuerdo en
que leer en voz alta brinda la forma más simple y eficaz para ayudar a sus
hijos a que se conviertan en lectores para toda la vida. A la misma vez que
puede ser placentero tanto para usted como para sus hijos.
Un niño al cuál se le brinda la oportunidad de que diariamente le lean historias
llena de vida aprenderá a amar los libros y deseará leerlos. Para despertar
ese deseo en sus hijos, usted deberá tratar algunas de las sugerencias
que ofrecemos en Leer es Fundamental “Reading is Fundamental (RIF)”,
una organización sin fines de lucro, cuya misión es inspirar la lectura en los
¡Muchas gracias a Keystone State Reading Association!
51
Mantenerse Informado
Para Expresar una
Preocupación o Reportar
un Problema Grave
Llegara el tiempo cuando usted necesita reportar un
problema grave que necesita ser dirigida o usted puede
unirse con un grupo de padres que desean recomendar
cambios a su escuela o el sistema escolar.
Aquí están unos avisos para ayudarlo obtener lo máximo
del sistema:
Si usted necesita dar una queja o hacer una petición de
la escuela de su niño, comience hablando con el maestro
de su niño. Si el maestro no puede ayudarle, usted entonces debe trabajar con el ‘cargo de apoyo’, hablando
con cada persona hasta que usted haya recibido una
respuesta que es satisfactoria a usted.
Mantenga Su Calma. Siempre hable tranquilamente y
claramente, espere hasta que usted pueda hablar sin
coraje.
Si usted llama acerca de un incidente que usted no presenció, tal como implicar a su niño en la escuela, recuerda que lo que cuenta su niño y otro niño no puede ser
totalmente exacto. Sea el detective y trate de averiguar
lo que sucedió realmente antes de colocar culpa en cualquiera (inclusive su propio niño).
Ajunte Sus Datos. Si usted formula una queja, refiérase a
detalles específicos (como “el miércoles, 6 de enero, mi
niño informo a mí que la Sra. Jones”).
Escuche con cuidado las respuestas a sus preguntas, para
que usted pueda responder específicamente a lo que le
están diciendo. Haga preguntas. Tome nota. Apunte la
fecha de sus llamadas.
Sea cortés, pero sea persistente.
Facts.org A la Vista
FACTS.org es el sitio web oficial de estudiante aviso para
el estado entero de Florida. FACTS es un acrónimo para
Florida Orientación Académico y Seguimiento para
Estudiantes. Financiado por la Legislatura de Florida en
1998, FACTS.org asiste estudiantes de escuela secundaria,
estudiantes de colegio, maestros, consejeros, y padres
planear y estar al tanto del progreso del estudiante en
Florida. FACTS.org es un proyecto conjunto del Departamento de Educación de Florida y es administrado por el
Centro de Florida para Aconsejar y Apoyo Académico
(FCAAS) con oficinas en Tampa y Tallahassee, Florida. El
sitio web fue lanzado en marzo del 2000. Los que usan
FACTS.org pueden:
Evaluar sus intereses y habilidades
Escoger una carrera
Planear el trabajo de curso de escuela secundaria
Descubrir maneras de obtener crédito de colegio en la
escuela secundaria
Ver en línea su historia de curso de instituto y grados
Evaluar en línea su trascripción de la escuela secundaria
para la elegibilidad de Becas de Brillante Futuros y requisitos de0 admisiones para universidades públicas
Investigar 200 o mas colegios y 600 o mas carrera en
Florida
Hallar cuales colegios ofrecen ciertas carreras
Aprenda qué opciones de educación superior están allá
afuera
Aplicar en línea para admisión de colegio y ayuda financiera
Saber que clases tomar en el colegio
Obtener en línea transcripciones y notas
Quién Tiene Las Respuestas 31
Paso # 1
Las preguntas con respecto a la educación de su niño
deben ser discutidas primero con el personal de enseñanza en la escuela de su niño: maestro, consejeros de guía,
el asistente principal, o el principal.
Paso # 2
Programa PRE-kindergarten
Maureen Watts (941) 575-5470
Programa Elementar
Carmel Kisiday (941) 255-0808 x3089
Programas de Escuelas Intermedia y Secundaria
Darrell Milstead (941) 255-0808 x3160
Educación de Estudiante Excepcional
Linda Apple (941) 255-0808 x3112
Código de Conducta de Estudiante
April Prestipino (941) 255-0808 x3047
Servicios de Psicología
Steve Jones (941) 255-0808 x3062
Plan de Progreso de Estudiante
Dr. Donna Widmeyer (941) 255-0808 x3090
Relaciones entre la Escuela y Comunidad
Mike Riley (941) 255-7430
Servicios de Comidas “Champ’s Café”
Terri Whitacre (941) 575-5400 x108
Transportación (Autobús)
Richard Duckworth (941) 575-5400 x161
Paso # 3
Superintendente Asistente de Aprendizaje
Carmel Kisiday-Elementar (941) 255-0808 x3089
Darrell Milstead-Intermedia/Secundaria (941) 255-0808 x3160
Superintendente Asistente de Apoyo Escolar
April Prestipino (941) 255-0808 x3047
Superintendente Asistente Provisional de Mantenimiento
Escolar
Geraldo Olivo (941) 575-5400 x103
Superintendente Asistente de Recursos Humanos
Barbara Melanson(941) 255-0808 x3080
Superintendente Asistente de aprendizaje
Chuck Bradley (941) 255-0808 x3024
Paso # 4
Superintendente de Escuelas
Dr. Douglas Whittaker (941) 255-0808 x3093
52

Parent Guide - Charlotte County Public Schools

Transcripción

Documentos relacionados

March 2015 Trainings - Day Care Council of New York, Inc.

little-known risk to small children

Sts. Peter and Paul Catholic Church Sanctuary of St. Toribio Romo