Wednesday, February 25, 2015

Parent Child Dance!


~March is Parenting Awareness Month~

Come join us in celebrating the bonds between parents and their 

children at our annual Parent Child Dance!!!

The Parent Child Dance is an annual event that is hosted by the Ionia County Great 

Start Parent Coalition. The first dance was held in March of 2010. It was started from a $300 

grant that the Ionia County Great Start Parent Coalition won through the cool community’s activity 

from Michigan One Credit Union. Parent volunteers from the parent coalition wanted to do 

something in the community to help bring families together and celebrate Parenting Awareness 

Month. Last year we had 113 attendees and 11 community businesses sponsor this event.

The Ionia County Start Collaborative requests your presence at an evening of games, activities, 

prizes, refreshments and music! This fun filled evening is free to children 12 and under with the 

presence of their parents. This parent child activity is an opportunity for you and your child to 

spend a FREE fun filled evening together! Define black tie attire for yourself; Have fun& be 

comfortable! The event theme this year will be Masquerade…. Don’t forget to stop by the craft 

table to make your mask for the evening!!

Find yourself having a blast with your children in a way that is not always possible during everyday 

life. Take this evening to engage in your children’s lives, and have fun with them in a way that you 

can both relate to!!!

To join in on the fun this year, come to the Ionia Armory at 439 W. Main St Ionia, MI 48846 on 

Saturday, March 14th 2015 from 6:00pm-9:00pm. You might find that there are many more parents 

in your very own community that you can connect with, enjoy time with, and meet your children’s 

friends. Most importantly… Make Memories with your child!

We hope to see you there!!!

Wednesday, February 18, 2015

Turn That Winter Frown Upside Down!


https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcSEL574PYTxYzsw7n-6BgDSgmoEtLdlvoSMCo55OQ9fh1ruK7hQThe festivities of the holidays are over, and as we move into the month of February many of us may be down in the dumps anticipating two more months of gray, snowy weather.  It’s easy to feel that way when it’s cold outside, you’re faced with a stack of bills from Christmas, and you haven’t seen the sun in two weeks.  But there are many ways to enjoy the next two months and bring some “sunshine” into your home as you wait from spring to arrive.  Here are some ideas to make that happen:
  1. Share hugs - Make a point of hugging your kids every day and telling them how much you love them.  Do the same for the other special people in your life.  Hugs can turn a bad mood upside down, lower stress, and build stronger bonds.
  2. Do things that make others happy – Have your child help you bake some muffins or cookies then take them to a neighbor, senior citizen, or friend.  When we do good things for others, we feel good.  More importantly, when children watch you care for and share with others, they are more likely to be helpful, generous, compassionate, and forgiving—and they’re also more likely to be happy and healthy.
  3. Go on a Mommy (or Daddy) date – Sometime in the next two months take each of your children out for a special “date.”  Stop for a favorite treat on the way home from the grocery store, snuggle under a blanket and read your child his/her favorite book, go outside and play in the snow together, etc.  Remember to put away the phone and focus on your child and the activity.  By doing so you let your child know how important he/she is to you.
  4. Get your Seuss on – March is Reading Month, and March 2nd is Dr. Seuss’s birthday.  Go to the library and get your favorite Dr. Seuss book (if you don’t already have one at home).  Read it with your child and then check out one of these websites for fun and creative ideas to build your child’s language skills and creativity.  They’re Seuss-tastic!  
  1. Goof off! – Sunday, March 22 is National Goof Off Day.  Do something silly or different.  Have a picnic on the family room floor, wear your pajamas all day long, take pictures of you and your child making silly faces, sing and dance to music, blow bubbles, etc.  By engaging in silly activities with your child you help develop your child’s sense of humor and create lasting memories filled with laughter.
  2. Make an egg carton garden – Get a packet of seeds from the store and some soil.  Cut off the top of the egg carton and set it aside. Poke a small hole in the bottom of each cup then place the top of the carton underneath it to catch any water. Place a small amount of dirt in each cup. Have your child poke a finger in each cup and then drop in a seed or two.  Cover with dirt and spoon a small amount of water into each cup.  Set the egg carton in a spot that gets lots of light/sun.  Continue to water the plants about once every other day.  You can transfer the seedlings to a larger pot once they have sprouted leaves or plant them outside if the weather is warm enough.  By helping to take care of the “garden” your child learns responsibility and begins to understand how plants grow.
These activities, and others like them, will fill the next two months with fun, learning, and togetherness.  And Spring will be here before you know it!
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Holly Nichols is a School Psychologist with the Early On program in Ionia, Michigan.

Monday, February 9, 2015

Kindergarten Readiness: Report Cards!

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Report cards…..these two words have been known to set both parents and teachers into a tizzy of emotions!  They can be confusing, baffling, and at times, just simply difficult to understand! Many school districts are now using standards based report cards. This means that instead of using letter grades to report student’s progress, they use a number system. By aligning the Kindergarten Report Card to the Common Core Standards, the report card now reflects grade level expectation for elementary and beyond.


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The Common Core State Standards (www.corestandards.org) have set some very high expectations not only for students, but for staff as well.
    Standards based report cards are meant to create a clear set of expectations for school age children. They are supposed to show what your child should know in the areas of reading, writing, listening, and math. Consequently, if parents understand the standards, then they are more capable of working with the school and teacher/s to help their child be successful in the classroom. Standards are based on a set of clearly defined learning targets. Students talk about these targets daily, and are often reminded throughout the day about what their learning targets are for the day. Targets may be posted in the classroom as well. Standards based report cards report student growth with a 1-4 rating as opposed to the child being given a grade. It is important for parents to remember that there is no correlation between a numbers and a letter grade. It is believed that the number rating is better, as it takes many factors into account. Multiple pieces that show student progress towards meeting grade level expectations are all taken into consideration. Using more items as opposed to just a text or two or major project give a much better “well rounded” picture of each child.



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 Standards Based Report cards gives your child’s academic performance level for what your child knows and is able to do successfully in each content area and students are evaluated based on their individual progress towards the end of year grade level expectations.

The Proficiency levels are defined as follows:
4- EXCEEDS: This number is given when the student independently understands and can apply the given concept or skill beyond the grade level standard.
3-MEETS:  This number is given when the student consistently understands and can apply the given concept at the grade level standard. It is important to note that this is the actual YEAR END goal for our students!
2-DEVELOPING: This student is making continued progress towards understanding the concept or skill at the grade level, but may need more time or help in reaching the grade level standard.
1- BASIC: This student does not yet show or demonstrate that they understand the concept or skill at the grade level standard.
    
Here is an example of a report card.

Academic Reporting Standards
English Language Arts
1st
2nd
3rd
4th
Demonstrate understanding of basic book and print concepts (ex. words go from left to right, top to bottom, page to page, words are separated by spaces and made up of letters, etc.)




Recognize and name upper and lowercase letters of the alphabet




Print upper and lowercase letters




Identify and produce rhyming words




Blend and separate sounds orally into words




Read sight/high frequency words without hesitation




Identify and produce letter sounds




Independently read simple text with purpose and understanding




Read with sufficient accuracy (calling words correctly) and fluency (without hesitation) to support comprehension




Demonstrate use of phonetic strategies (sounding out words) when reading




Spell simple words phonetically (using letter sounds) and write simple sentences that make sense




Write a variety of text types with supporting details or facts




Use writing conventions: Capitalizes first word in a sentence, puts spaces between words, recognizes and uses end punctuation, spells simple sentences phonetically




Actively engage in group reading activities with purpose and understanding




Retell fiction stories, including character, setting, major events




Identify the main topic of an informational text and retell key details




Student’s Instructional Reading Level         
Please Read the Home Connect Letter for More Information




                                                                                   Marking Period Goals for Instructional Reading Levels:
RB

B
D
Content Areas
1st
2nd
3rd
4th
Science




Social Studies




Additional Classes
1st
2nd
3rd
4th






















Academic Marking Guide
 4- The student has met or exceeded the end of grade level expectations for the standard.                                                           
 3- The student has met expectations for this quarter in the standard.
 2- The student shows growth/progress in the standard.
 1- The student needs intensive support at school and home in the standard.


Not Assessed/Reported This Quarter
NOTE:  4th Quarter reporting represents end of grade expectations.  Only marks of 1, 2 or 4 will be assigned.  

Learner Behavior Marking Guide
ME – Meets expectation
NR – Needs reminders to meet expectation
IS – Intensive support is needed to improve in this area

Academic Reporting Standards
Mathematics
1st
2nd
3rd
4th
Recognize numerals to match sets of objects 0 -20  




Write numerals to match sets of objects 0 -20  




Count objects to tell how many with up to 20 objects in a variety of arrangements  




Count  to 100 by ones and tens




Count on from a given number  




Identify greater than, less than, and equal to between sets of objects using counting and matching strategies




Add using objects, fingers, drawings, verbal explanations, expressions, equations, etc.




Subtract using objects, fingers, drawings, verbal explanations, expressions, equations, etc.




Solve addition and subtraction word problems using numbers 0 – 10




Show understanding of positional words  such as above, below, beside, in front of, behind, next to




Identify and name triangles, circles, squares, rectangles, hexagons – 2 dimensional shapes




Describe triangles, circles, squares, rectangles, hexagons – 2 dimensional shapes




Identify, name and describe spheres, cylinders, cones, cubes - 3 dimensional shapes




Compare 2 dimensional and 3 dimensional shapes using features such as number of sides and corners




Compose (make) and decompose (take apart) numbers from 11-19 using tens and ones




Describe objects using length and width




Compare objects based on features such as height, weight, length





Learner Behavior Standards
1st
2nd
3rd
4th
Listen to and follow school and classroom rules




Accept responsibility for behavior




Solve conflict appropriately




Show respect for peers, adults and property




Use time effectively to create quality work




Participate and work well in a variety of settings (independently, whole class, small group)




Demonstrate effort to learn and seek help when needed




Demonstrate organizational skills









Marking Period 1      Teacher Comments                                                                                 
                                                                  

Marking Period 2      Teacher Comments                                                                                 
                                                                  

Teacher Signature  _______________________________     Date ______________    
_____Teacher Requests Conference with Parent
Teacher Signature  _______________________________ Date ____________  
_____Teacher Requests Conference with Parent
Marking Period 3      Teacher Comments                                                                                 
                                                                  

Marking Period 4     Teacher Comments                                                                                 
                                                                  

Teacher Signature  _______________________________     Date ______________    
_____Teacher Requests Conference with Parent
Teacher Signature  _______________________________     Date ____________
_________  Promoted                     _________ Retained

There is no doubt that expectations for each grade level have gone up considerably in past years. Today’s kindergartner should, by years end, be able to write complete sentences, have a working knowledge of and possess a substantial sight vocabulary (our students are working towards, and tested on 50 sight words), and  should be leaving this school year at an instructional level D using the Fountas and Pennel running records. The Instructional level is the level at which learning takes place. It is the level that the teacher is giving support and instruction at. The Independent level is the reading level that the student can read and understand without support. Ten short years ago, the expectation for kindergarten students was an independent level A and an instructional level B.



Behaviors of successful learners should also not be overlooked, as student behaviors in the classroom contribute significantly to academic achievement. Although behavior may be reported separately from academic achievements, they are equally important!
  
There are so many questions about The COMMON CORE, as well as report cards and grading “systems”. If you have questions about your child’s report card, need more information or would like to know how to help at home, please remember that the communications between school and home is also a huge link to your child’s success in the classroom. Don’t hesitate to contact your child’s school or teacher for more information.

Parent Resources:
  • National Parent Teacher Association offers grade by grade guides for Common Core State Standards that are available in English and Spanish K-8 and 9-12. Download at www.pta.org/parents/content.cfm?ItemNumber=2583
  • The American Federation of Teachers (AFT) offers grade by grade level activities, explanations, and parent letters for Common Core.
 
   

This blog was contributed by Renee Gillespie who is a Kindergarten Teacher with Belding Area Schools.