Parent OrientationStuart-Hobson Middle School

September 6, 2012

Engrade

Join EngradeSee Mr. LaRue in the computer lab tonight until

8pm or email him at john.larue@dc.gov to receive your child’s access code (example: stuarthobsonmiddlescho1-xxxxxxxx-xxxx).

Once you receive the access code open a web browser page to to www.engrade.com and select Join Now.

Complete the student and parent sign up and monitor your child’s progress!

2012-2013 Focus AreasPositive Relationships

Student Progress Monitoring

Effective Feedback

Mindsets Fixed MindSet vs. Growth MindSet Feedback Fixed MindSet-Students believe their intellectual ability is fixed, and students

with this fixed mind set become excessively concerned with their level of intelligence. Typically, these students will seek tasks that prove their intelligence and avoid ones that will not.

Growth MindSet-Students believe their intellectual ability is something they can develop through hard work and education.

Two Psychological Worlds- In the fixed mind set, students do not recover well from setbacks, and when they are challenged they tend to decrease their efforts and consider cheating. By contrast, those of the growth mindset see effort as a positive thing, as it ignites their intelligence and causes it to grow.

Process or Effort Feedback-fosters motivation by telling students what they have done and what they need to do to continue to be successful.

Witness vs. Expert Witness-let your children draw the conclusions, you state the facts. This leads to self esteem.

Fixed v. Growth Mindset

SmartCuteGreatFastBestPrettyGoodQuick

CleverBeautifulLovelyIntelligentRightAmazing

The bestBetter than (another person).

Feedback That Judges

Encouraging Words Wow!

Look at that!

Tell me about it.

Show me more.

How did you do that?

Let‛s see what you did.

How do you feel

about it?

How did you figure that out?

I see that you (be specific).

That looks like it took a lot of effort.

How many ways did you try it before it turned

out the way you wanted it?

What do you plan to do next?

That looks like it took so much work.

Are you pleased with what you did?

Grow Your Mindset“What did you struggle with today?”“This is hard, this is fun, what should we do next?”“You can grow your intelligence”“You can learn. You can stretch. You can keep mastering new

things.”“I don‛t think there‛s anything better in the world than a child

hearing from a parent or teacher the words, ‘You‛ll get there‛.”

“Do you label your kids? This one is the artist and that one is the scientist. Next time, remember that you‛re not helping them –even though you may be praising them.

Developmental Designs

Ten Volunteers Needed!

Daily NewsSeptember 6, 2012

GreetingVocabulary emphasisSharing activityGame

Building TrustGreeting

“Hi, my name is _________.” Use your favorite cartoon character’s voice while

greeting your neighbor. Greet your neighbors in any language – verbal or

non-verbal. Quick Share

Share one place you would love to travelShare one concept you are struggling with in

mathematics

What is Developmental Designs (DD)?

Middle grades application of Responsive Classroom practices

Tailored to developmental needs of middle-level students

Supports high academic achievementIntegrated social-emotional approachEngages students in their learning and

development

What is Developmental Designs (DD)?

Meet adolescent students' needs for autonomy, competence, relationship, and fun.

Use developmentally appropriate practices and content Build key social-emotional skills every day: Cooperation,

Communication, Assertion, Responsibility, Empathy, Engagement, and Self-control.

Rigorously respond to rule-breaking Motivate students to achieve academically Intervene with struggling students Create inclusive learning communities

Why Developmental Designs?

Focus on sustaining positive relationshipsEngage students in their learningTeach students social skills of adulthood –

Cooperation, Communication, Assertion, Responsibility, Empathy, Engagement, and Self-control.

Major Components at SH30-minute Advisory each morning including the

Circle of Power and Respect (CPR)NOTE: Advisory is NOT homeroom.

Goal SettingSocial ContractModeling and practicing expectations – at start of

the year and at key points during the year Pathways to Self-Control: TAB, TAB out, logical

consequences

Redirection & Reflection Tab-In

In the classroom environment

Can be self or teacher assigned

Mental self reflection Student participates in

deciding when he or she is ready to rejoin the rest of the class.

Tab-Out Outside of the classroom

environment Teacher assigned Written self reflection Rejoining the class is

based upon the completion of the written self reflection sheet

How Does DD Fit with PBIS?

PBIS Primary Intervention Classroom and school-wide systems and supports

for all students Developmental Designs Practices

Community-building Advisories Goals & DeclarationsModeling & PracticingSocial ContractPathways to Self-Control

How Does DD Fit with PBIS?

PBIS Secondary Intervention Additional systems and supports for students with at-

risk behaviorDevelopmental Designs Practices

Collaborative problem-solvingRe-modeling and practicingStop-and-Think Modeling Individual Behavior ContractsSocial ConferencesConflict ResolutionTake a Break in and out of the classroom

Want to Learn More?Handouts available for familieshttp://www.originsonline.org/developmental-

designs Talk to your child’s advisory teacher about when

it may be appropriate for you to visit class.

Achievement & Support

The Cluster is ChangingFree and reduced meals changed from 39.5% in

2011 to 57.7% in 2012This constitutes our school as being classified for

Title I services.

We Are a Title I School: What Does That Mean?

57.7% of our school population qualified for free and reduced meals

Our school qualifies for additional federal funding to help with professional development, parent involvement activities, and other academic programming designed to help our students succeed.

We need your help so please reach out to your child’s teachers regularly, attend or volunteer at school activities, and help guide our school policies by becoming a member of our Parent Teacher Association.

Home-School Communication

Robo-calls, texts, emails – regularly, from Principal ClemensWebsite with calendar: www.capitolhillclusterschool.org When concerns arise:1. Address individual related to the concern directly 2. If not satisfied, address Assistant Principals Harris or

Franklin3. If not satisfied, address Principal Clemens4. If not satisfied, address Instructional Superintendent, Dr.

Haws

Office HoursSchool Counselor, Ms. Washington

8:30-10:00 am Mondays & Fridays 8:00-10:00am Tuesdays, Wednesdays, &

ThursdaysAssistant Principal, Ms. Harris

2nd period (9:20-10:00) dailyAssistant Principal, Ms. Franklin

3rd period (10:10-10:50) daily

A Year in Review…DC-CAS Math

Below BasicBasicProficientAdvanced

A Year in Review…DC-CAS Reading

Below BasicBasicProficientAdvanced

A Year in Review…DC-Science

Below BasicBasicProficientAdvanced

Proficiency By Content Area & Grade Level

Grade 6 Grade 7 Grade 8 0

1020304050607080

MathReadingScience

Target Goals for 2012-2013

70% of students will score a 80% on all assessments in every content area

Disciplinary Data156 student incidentsIncident Count

54 students had 1 incident22 students had 2 incident39 students had 3 incident4 students had 4 incident1 students had 5 incident

Attendance

Avera

ge Dail

y Atte

ndan

ce

In Se

at Att

enda

nce

Truan

cy

Chronic

ally A

bsent

04080

1202011-2012

34

Narrow Focus on Truancy Misses Students Needing Help

PS PK K 1 2 3 4 5 6 7 8 9 10 11 120%

10%

20%

30%

40%

50%

60%

44%37%

31%27%26%26%24%23%20%25%

27%

57%52%51%

57%

Chronic Truant Not Truant

August 2012 PD Week

15 Absences= 90 hours of instruction

Source: DC STARS, SY10-11

SY2012-2013 Focus: In Seat Attendance In-Seat Attendance (ISA)– This reflects the average number of students who are present for

instruction for a period of time. This does not include students who are absent whether they are excused or unexcused. This also does not include authorized absences due to suspensions.

Student-level Categories of ISA (by number of total absences as percentage of YTD instructional days):

August 2012 PD Week

35

PerfectFewer than 1 day total absence

Satisfactory

Less than 5%

Instructional days

At-Risk5-9%

Instructional days

Chronic10-19%

Instructional Days

Severely Chronic20% or more

Instructional Days

Middle School Attendance: Impact on Academic Performance

2012 Summer Leadership Academy

Perfect Satisfactory At Risk Chronic Severe Chronic0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

24% 25% 20% 17% 11%

43% 39%40% 42%

45%

20% 24% 26% 34% 34%

13% 12% 14% 8% 11%

Grades 6-8 SY11-12 Lexile Level by Attendance Category900+ 600-899 300-599 1-299

% o

f stu

dent

s

*Data only includes students with BOY Lexile Score

45% of Severely Chronic middle

school students are at a 3rd/4th grade reading level or

below

5

Why Attendance Matters: Chronically Absent 6th Graders Less Likely to Graduate

Dropout Rates by Sixth Grade Attendance(Baltimore City Public Schools, 1990-2000 Sixth Grade Cohort)

August 2012 PD Week

37

Source: Baltimore Education Research Consortium SY 2009-2010

Severely Chronically

AbsentChronically

Absent

NotChronically

Absent

Our Attendance Goal…Average Daily Attendance – 98%In Seat Attendance – 95%Truancy – 0%Chronically Absent – 3%

# OF ABSENCES

SCHOOL ACTION 

DISTRICT ACTION 

1 (Total) • Teacher/designated staff calls home Connect-Ed calls/emails

3 (Total) • Teacher/designated staff calls home • Mail 3-Day Total Absences letter (ES, EC & MS students

only)

 

5 (Total) • Mail 5-Day Total Absences letter • Nurse Referral

 

5 (Unexcused)

• Mail 5-Day Unexcused Absences letter • Parent Conference/Home Visit to develop Attendance

Support Plan

OYE reviews root causes

7 (Unexcused)

  Connect-Ed call/emails on behalf of Chancellor

10 (Total) 

• Mail 10-Day Total Absences letter • Parent Conference/Referral to Attendance Committee

 

10 (Unexcuse

d)

• CFSA Educational Neglect referral (ages 5 – 13)• Attendance Committee/Student Support Team Referral

(ages 14 & up)

Ed Neglect referral approval/next steps

15 (Unexcused)

• Student Support Team (SST) Referral  

20 (Unexcused Consecutive)

• Mail letter • Court Referral (ages 14-17 only)

Student Placement Team Referral

25 (Unexcuse

d) 

• Court Referral (ages 14-17 only) Court referral approval & submission

Attendance Intervention Protocol

Call home when students miss school. Only accept valid absences. Maintain accurate daily attendance data. Talk with your students and parents about the impact

of absences (even excessive excused absences) on achievement.

Celebrate good and improved attendance with school-wide incentives

Creating a Culture of Attendance

DCPS Examples of Excused and Unexcused Absences

Excused absences are when school‐aged students are absent from school with a valid excuse and parental approval.

Excused absences include:• Student illness (a doctor’s note is

required if a studentis absent for more than 5 days);

• Death in the student’s immediate family;

• Necessity for a student to attend a judicial proceeding as a plaintiff, defendant, witness or juror;

• Observance of a religious holiday;• Temporary school closings due to

weather, unsafe conditions or other emergencies;

• Medical reasons such as a doctor’s appointment (a doctor’s note is required);

• Failure of DC to provide transportation where legally responsible; and

• Emergency circumstances approved by DCPS.

Unexcused absences are when school‐aged students are absent from school without a valid excuse, with or without parentalapproval.

Examples of unexcused absences include:• Babysitting• Shopping• Doing errands • Oversleeping• Cutting classes • Job hunting

Academics, Attendance, and Discipline

They go hand and hand.

“Intelligence plus character – that is the

true goal of education.” -United States Department of Education [USDE], 2006, Introduction section)

Major School-Wide Projects

Science Fair Scientific Method-based project

will be presented using technology (no tri-fold boards)

Science Fair projects due January 11, 2013

Science Fair: January 22, 2013 Science Fair Open House for

parents: January 23, 24, & 25 Science Department: Pena,

Creef, Mitchell-Dunn will share dates at Back to School Night for parent workshops

National History Day This year’s theme: Turning Points in

History (People, Events, Ideas) Social Studies teachers will use the

month of February for NHD project development and completion

Due dates and competition events by grade-level, campus, and city will be forthcoming

National Competition: June 9-13, 2013

SS Department: Sandin, K. Brown, McGrath

Academic Progress Monitoring

Students & ParentsTeachersAdministrators

MACs (Mid-term Academic Conferences)

Supplemental, but Important Academic AssessmentsSRI

PIAsDC-CAS

House ConceptsFranklinHarrisKing

Ways Houses Will Be RecognizedHonor Roll (Q)Staff Attendance (W)Student Attendance (W)Dress Code Compliance (W)Discipline Referrals (W)PIA’s (Q)

Other Ways to Recognize Houses

Forms & AdministriviaHall cleanlinessCafeteria cleanliness

Ms. Franklin Surprenant Creef K. Brown Blount LaRue Waters Plaisted Booker Hill

Pearson Dewhurst Hawley Andrews Williams

Ms. Harris Garner Pena Canales Landers McGrath McNair-Lee Purdy Ledford Munz

Edwards Washington Reed Koon Parker Anderson

Mr. King Talbot Mitchell Sandin Burst Aikman Tynes Bazan Pratt Melgare

Furman Smith Ruiz Peoples Bonds Dunn

Privileges

EARNED during the school year

Student Behavior ExpectationsPARENT GUIDE

2012-2013

Stuart-Hobson MS Creed

and Pledge of Allegiance said daily as part of Morning Announcements:

Today I choose to be respectful, respectable, and responsible.

Today I will have a commitment to learning and to helping others do the same.

I will reach for my dreams with integrity, confidence and persistence.

My Panther pride cannot be tamed, I will uphold the Panther name!

Responsibilities of the Dean of Students

Assists the building Principal in establishing a positive environment for achieving educational outcomes.

Serves as a member of various building teams and acts as a liaison to provide support and guidance for students in need of behavioral and/or academic intervention.

Supervises the school’s security and janitorial teams, and sports programs.

Maintains building and occupant safety and security.

Assumes other duties as assigned by the Principal. These duties may include lockers, locks, textbooks, school calendar, etc.

Advocate for equal educational opportunity for all students.

Work closely with alternative programs, student assistance programs, and community programs.

Administer student discipline policies within district guidelines.

School-Wide Non-NegotiablesKeep your hands and feet to

yourself.Respect yourself, adults, and

other students.Come to school prepared and

ready to learn.Uniforms must be worn

appropriately every day.

Expectations for starting the day

Arrival to school at 8 AM and report to the cafeteria. Eat breakfast and socialize with friends. Dismissal from the cafeteria:

8:30 sixth graders using stairwell #1 8:32 seventh graders using stairwell #2 8:35 eighth graders using stairwell #2

Be in class and in your seat by 8:45 AM

Building Norms: Entering the Building/Classrooms

Looks LikeStudents:

Come to school in proper uniform, with completed homework, school supplies and positive attitudes at 8:45am.

Go to lockers prior to entering their advisory, and quietly obtain/put away materials.

Teachers:

Waiting at their classroom door to greet students at 8:45am.

Support staff and Leadership Team:

Standing at their assigned posts monitoring and directing student behaviors and interactions.

Sounds LikeStudents:

“Hello”; “Good Morning”

“Thank you”

Teachers and Staff:

“Good morning”

“What are your goals for today?”

“Thank you for walking to your classroom quietly.”

Classroom Expectations

S: Sitting AttentivelyT: Tracking the SpeakerA: Actively EngagedR: RespectfulS: Supplies Ready

S.T.A.R.S

Lunch and Hallway ExpectationsDining Hall: L.U.N.C.H.L: Line up quietly when

directed by adults.

U: Use inside voices and stay in your seat.

N: Need help, raise your hand.

C: Clean up after yourself.

H: Hands and feet to yourself.

Hallway – Panther Five

1. Use inside voices.

2. Face forward

3. Leave space between yourself and others.

4. Keep your hands by your side or behind your back.

5. Walk quietly and stay to the right.

Restroom ExpectationsQ: QuietU: Use it quickly.

I:Inspect it for trash.C:Clean hands.K: Keep moving quietly to class.

Dress Code Uniforms are required to be worn by all students daily. All uniforms must be neat and clean. Students should

always practice good hygiene and take pride in their appearance.

Hairstyles must be neat and completely groomed prior to arrival at school.

Students must be in complete uniform at all times in order to attend any school sponsored field trips or extra-curricular activities.

The uniform policy is a NON-NEGOTIABLE.

63

Cell Phone Policy

During school hours and on school premises, all cell phones must be turned off and kept in student lockers, or a secure location approved by a school administrator.

Parents and students must sign a contract as acceptance of this policy.

Personal PropertyStudents are advised not to wear expensive items of clothing or jewelry to school. I-Pods, MP3 players, personal gaming systems, laptops and other electronic devices are strictly prohibited. Though cell phone possession is allowed (see cell phone policy), phones must not be visible/used during the school day or they will be confiscated and held by Mr. King until a parent or guardian comes to pick them up.

Alternative Instructional Arrangement (AIA)

Center Procedures

When a student is not responding to the teacher, he/she may be redirected by an Administrator to the AIA Center

The following behaviors warrant immediate removal from the classroom and outreach to the Dean of Students:Teacher has employed Development Designs

classroom management strategies as outlined in our school Behavior Management Plan, but student remains non-compliant.

Physical fight/altercationPossession of weapon/tobacco/alcohol/illegal drugRefusing to serve detentionTheft

AIA Center ExpectationsFollow directions.Work on assignments; no sleeping.Talk only with permission.Stay seated.All work must be completed and turned in

before returning to class when AIA time is complete.

Restorative Process Prior to returning to the classroom after being removed,

the teacher, Dean of Students and student will meet and may discuss: What happened that broke the relationship? What were your feelings when this happened? How has this conflict hurt or harmed me and/or the

classroom community? What can each of us do to make it right and mend the

teacher/student relationship? What actions feel reasonable, respectful, and restorative? Before leaving, what do you want to say that closes the past

and opens a new relationship between the student and teacher?

Dismissal ProceduresExiting the building

6th grade – 4th Street 7th grade – Parking lot area 8th grade – 5th Street

9th Period Students Front doors of the school

Leave campus by 3:30 PM or have your parents enroll you in aftercare. (See Ms. Jackson or Ms. Parker for more information.)

Question & Answer Period