Presentation on theme: "Thunder Parent Information Session www.tuhsd.k12.az.us/dvh."— Presentation transcript:
Thunder Parent Information Session www.tuhsd.k12.az.us/dvh
Mission: Desert Vista inspires a community of learning by demonstrating excellence in academics, arts and extra-curricular activities. Vision: We strive for excellence by engaging our community, promoting accountability, fostering responsibility and encouraging life- long learning.
Website Email Grades online Community paper District communication Response within 24 hours
Academic Support ◦ Pro-active measures in identifying academic needs ◦ Opportunities for improvement Rigor, Relevance and Relationships ◦ All learners will be challenged ◦ Career readiness programs ◦ Partnering with students and parents Professional Learning Communities (PLC) ◦ Staff Development ◦ 15 early releases-Wednesday dismissal at 2:12pm
Informational meetings ◦ Freshman Orientation-Friday, August 6 ◦ 8 th grade Open House ◦ Curriculum Night ◦ Financial Aid/Scholarship Night ◦ NCAA Clearinghouse/College Recruiting ◦ How to prepare your child for high school-5 th -8 th grade ◦ Support Groups-Guidance Department Requested team meetings ◦ IEP ◦ 504 ◦ Behavior ◦ Attendance ◦ Academic
Research shows when parents are involved students have 6 : Higher grades, test scores, and graduation rates Better school attendance Increased motivation, better self-esteem Lower rates of suspension Decreased use of drugs and alcohol Fewer instances of violent behavior
The more intensely parents are involved, the more beneficial the achievement effects. 8 The more parents participate in schooling, in a sustained way, at every level -- in advocacy, decision-making and oversight roles, as fund-raisers and boosters, as volunteers and para- professionals, and as home teachers -- the better for student achievement. 9
Families whose children are doing well in school exhibit the following characteristics: 16 Establish a daily family routine. Monitor out-of-school activities. Model the value of learning, self- discipline, and hard work.
Express high but realistic expectations for achievement. Encourage children's development/ progress in school. Encourage reading, writing, and discussions among family members.
Attend Curriculum Night, Monday, August 23 and jot down notes regarding each class. Keep a copy of your child’s schedule handy. Read all syllabi thoroughly and talk about each one with your child. Input teacher and counselor email address in your address book. Check the teacher’s website for the syllabus and grade reports weekly to determine the status of your child’s progress.
On a regular basis, discuss with your child their progress regarding daily homework completion, project completion, attending tutoring, and test/quiz preparation. Hold your child accountable for having these items and sharing with you.
Have pre-determined expectations, consequences and reinforcement for your child completing or not completing any of the above items. Be aware of teacher availability for academic assistance. Encourage your child to self advocate for his or her academic success.
www.isafe.org Parents’ Beliefs ◦ 87% say they have established rules for their kids Internet use ◦ 54% feel they are limited to monitor and shelter their kids from inappropriate material on the Internet Students’ Reality ◦ 36% say parents or guardians have NOT made rules for their use of the Internet ◦ 41% do NOT share what they do and where they go on the Internet with their parents ◦ 29% say their parent or guardian would disapprove if they knew what they were doing on the Internet
www.isafe.org Parents’ Beliefs ◦ 69% feel they know a lot about what their kids do on the Internet ◦ 31% have disciplined their child because of their Internet use Students’ Reality ◦ 36% have NOT discussed how to be safe on the Internet with their parent or guardian ◦ 22% say the computer they use most often is in their room ◦ 73% say there is a need for kids and teens to learn about Internet safety
Cyber-bullying-research on 4 th -8 th graders ◦ 42% have been bullied online ◦ 1 in 4 have been multiple victims ◦ 35% have been threatened while online ◦ 1 in 5 have had multiple threats ◦ 21% have received mean or threatening e- mails or other messages ◦ 58% say that someone has said mean or hurtful things about them online
◦ 4 in 10 said it has happened more than once ◦ 53% say they have said something mean or hurtful about someone else ◦ 1 in 3 have done it more than once ◦ 58% who have experienced this type of Cyber-Bullying have not told their parents
Samantha, the cyber bullying victim, agrees that parents have to play an active role in knowing what's going on on-line in their children's lives. "It's not a matter of invading your child's privacy, it's a matter of being a parent," she said. For more information on how to combat cyber bullying, visit the I-Safe website at i-safe.org. I- SAFE America is a non-profit foundation whose mission is to educate and empower youth to make their Internet experiences safe and responsible.
Sexting-Sexy Texting ◦ Sending nude, semi-nude, or erotic pictures of themselves and text message them to others ◦ Survey suggest 20% of American teens send sexting messages ◦ Teenage girls practice this more than teenage boys-22% to 18% respectively ◦ 11% of girls ages 13-16 said they have send a sexting message, that is about 1 in 10. ◦ Besides the legal issue-the digital image is out there forever. They can never delete it.
Know your child’s friends and parents and build a relationship with the friends. Know who your child communicates with on social media sites. Have access to your child’s social media site. Check your child’s social media sites on a regular basis
Have prior expectations and consequences for appropriate interactions on social media sites. Embrace diversity and be mindful of our actions. “Perception is Reality.” Be informed of TUHSD Discrimination and Harassment Policy.
No BBBB (Breasts, backs, buttocks or bellies) No tube tops, spaghetti straps, halter tops, razorbacks, buttocks skin showing, muscle T, undergarments showing, slippers, PJ’s, doo- rags, bandanas, chains or saggy pants. ◦ Short shorts, short skirts and skinny pants pose problems. Please check these garments fit before they leave home.
Booster Organizations Thunder Board Site Council Volunteer -application ◦ Chaperone ◦ Event Workers ◦ Clubs ◦ Tutoring/support in classes Teacher Appreciation
1 Clark, R.M. (1990). Why Disadvantaged Children Succeed. Public Welfare (Spring): 17-23. 2 Cotton, K., Wikelund, K., Northwest Regional Educational Laboratory, School Improvement Research Series. In Parent Involvement in Education. 3 Cotton, K., Wikelund, K., Northwest Regional Educational Laboratory, School Improvement Research Series. In Parent Involvement in Education. 4 Rose, Gallup, & Elam, 1997 5 Rose, Gallup, & Elam, 1997 6 Parent Teacher Association 7 Walberg (1984) in his review of 29 studies of school–parent programs.
8 Cotton, K., Wikelund, K., Northwest Regional Educational Laboratory, School Improvement Research Series. In Parent Involvement in Education. 9 Williams, D.L. & Chavkin, N.F. (1989). Essential elements of strong parent involvement programs. Educational Leadership, 47, 18-20
10 Reynolds, et, al., (6) 11 Clark (7:85-105) 12 1997 Review of Educational Research, a journal of the American Educational Research Association 13 Roberts, 1992. In Online Resources for Parent/Family Involvement. ERIC Digest by Ngeow, Karen Yeok-Hwa, 1999. 14 Tizard, J.; Schofield, W.N.; & Hewison, J. (1982). Collaboration Between Teachers and Parents in Assisting Children’s Reading.
15 Sattes (5:2) 16 Henderson (1:9) 17 Epstein, 1995, p. 703 18 Steinberg (8) 19 Dauber and Epstein (11:61) 20 Leler, H. (1983) Parent Education and Involvement in Relation to the Schools and to Parents of School-aged Children. 21 Morton-Williams, R. “The Survey of Parental Attitude and Circumstances, 1964.” 22 Epstein, J.L. (1992) School and Family Partnerships. 23 Epstein J.L. (1984, March). Single Parents and Schools: The effects of marital status Parent and Teacher Evaluations. 23 Clark, R.M. (1990). Why Disadvantaged Children Succeed. Public Welfare (Spring): 17-23.
23 Clark (7:85-105) 23 Cotton, K., Wikelund, K., Northwest Regional Educational Laboratory, School Improvement Research Series. In Parent Involvement in Education. 23 Epstein, 1995, p. 703 23 Steinberg (8) 23 1997 Review of Educational Research, a journal of the American Educational Research Association 23 Roberts, 1992. In Online Resources for Parent/Family Involvement. ERIC Digest by Ngeow, Karen Yeok-Hwa, 1999.
23 Tizard, J.; Schofield, W.N.; & Hewison, J. (1982). Collaboration Between Teachers and Parents in Assisting Children’s Reading. 23 Sattes (5:2) 23 Henderson (1:9) 23 Dauber and Epstein (11:61) 23 Leler, H. (1983) Parent Education and Involvement in Relation to the Schools and to Parents of School-aged Children. 23 Morton-Williams, R. “The Survey of Parental Attitude and Circumstances, 1964.” 23 Epstein, J.L. (1992) School and Family Partnerships. 23 Epstein J.L. (1984, March). Single Parents and Schools: The effects of marital status Parent and Teacher Evaluations. March 2002