Welcome… Parents of AT Students Quiz Question: Where was Cleopatra’s temple located? Fox Chase AT Resource Teachers: Mrs. Michele Lintner and Mrs. Debra Mogle Think the Box Outside

Expectations (See Discipline Policy) RESPECT everyone Come PREPARED to think Take TIME to think before speaking Listen to others with an OPEN mind SIGNAL when you want to talk rather than interrupting Allow OTHERS to have TIME to think and share their thoughts.

Expectations (See Discipline Policy) Home Court Advantage –Safety –Support –Belonging Consequences Homework (see handout)

What can I do at home to help my child? Math Encourage risk-taking Encourage independence Ask guiding questions rather than giving answers Help for no more than 5 min. IF, after min. return incomplete work with parent note Reading Encourage debate Discuss the assigned reading Ask questions… higher order Help proofread written responses

Ten FAQ’s by AT Parents… 1.How was my child accepted into the program? 2.How often and when will my child be pulled out from the classroom? 3.What types of activities will my child participate in while in the AT Program? 4.What supplies should my child have in order to be prepared for each class? 5.What should my child do in order to be prepared for each class? 6.What is your homework policy? 7.What can I do at home to help my child? 8.How will my child be assessed in the AT Program? 9.Will my child stay in the program through elementary school? 10.How can I contact you?

How was my child accepted into the AT Program?

ID Process All grades given Measure of Academic Progress (MAP achievement test) Total 92 nd %ile in reading and/or math Reading 92 nd %ile and above (MAP) take the CogAT (Cognitive Abilities Test)… includes 3 subtests To be further screened for reading, students need one of the following scores on the CogAT: –Composite SAS minimum 120 and 120 SAS minimum Total Verbal or –126 SAS minimum Total Verbal or Teacher checklist Students earn points for each of these scores. Earning a minimum of 13 out of 22 points on the ID matrix identifies students for the AT Program. Math 92 nd %ile and above (MAP) take the CogAT (Cognitive Abilities Test)… includes 3 subtests To be further screened for math, students need one of the following scores on the CogAT: –Composite SAS minimum 120 and 120 SAS minimum Total Non-Verbal or Quantitative Reasoning –126 SAS minimum Total Non-Verbal or Quantitative Reasoning or Teacher checklist Students earn points for each of these scores. Earning a minimum of 13 out of 22 points on the ID matrix identifies students for the AT Program.

How often and when will my child be pulled out from the classroom? Depending on identified area: 1 hr/ week Math 1 hr/ week Reading Scheduled during regular math and/or reading or Intervention time

What types of activities will my child participate in while in the AT Program? h Our program emphasizes higher order thinking skills, NOT the re-teaching of specific skills taught in the regular classroom. Math Problem Solving Steps & Strategies Logic Solutions in oral/written format New Concepts Reading Novels and Short Stories from Junior Great Books, Biographies, other texts In-depth discussion, focusing on discovering the meaning Written responses to critical thinking questions Creative projects related to the text selection

What supplies should my child have in order to be prepared for each class? Folder - 1 (or tab in expandable folder) Pencil Assignment Notebook Spiral notebook – 1 Reading selection (A.T. Reading)

How will my child be assessed in the AT Program?

AT Assessment Students are assessed on effort and thinking skills! A report card will be sent home at the end of each quarter. They will be in a separate envelope marked AT. Reading and math will be on the same assessment card (if applicable). 3= beginning to develop 2= developing 1= meets

Will my child stay in the program through elementary school? Points to Consider We are always monitoring students’ progress in the program Within the regular classroom, students must maintain an 85% in the subject they are identified. AT Resource Teachers stay in communication with classroom teachers and parents when a student is struggling. Test scores, grades, and performance in AT pullout class can determine continuing placement in the AT Program. Options for struggling student: 1. remain in classroom as identified AT 2. exit from program

Skills from the Frontal Lobe: Screening out distractions Foresight Hindsight Planning Concept of time: How long will this take? Self-talk to solve a problem Considering alternatives simultaneously: Executing a plan Applying a plan to another situation From Taking Charge of ADHD by R.A.Barkley, as cited in Organizing the Disorganized Child by Martin L. Kutscher and Marcella Moran.

What to Do with a Disorganized Child: Find out your child’s organizational style. Set up a system and a study area. Set up a schedule. FOLLOW UP. Keep monitoring your child.

If You Have an ORGANIZED Child Don’t hover!

The 12 Habits of Mind Managing impulsivity Using all senses Listening Questioning Checking for accuracy Metacognition FlexibilityPrecision of language and thought Persistence Creativity Drawing on Past Wonderment Knowledge

District Web Page Our websites can be accessed through the staff directory on the district’s website. Find problem- solving strategies, helpful websites, questioning techniques, etc….