Letters+to+Parents+(chronological)

** Dear Parents, **
 * Letter from Mrs. Branch:** February 7, 2011 – Day #1


 * It’s a Celebration! **
 * It is true that elementary (and most of ACS) has ordered math books. But I have to tell you… **
 * We have not changed our philosophy. We have not “finally awakened.” We still think in the new way: **


 * Math books cannot and do not teach mathematics. **
 * Teachers teach mathematics. **


 * Math books cannot be the math program. **
 * Our newly adopted Math Standards and Outcome Performances determine our program. **


 * Math books are designed by publishers to make money. **
 * Standards are written by mathematics educators who earn little. **


 * Math books cannot determine the order and timelines of math content. **
 * Teachers make informed decisions based on the Standards. **


 * Math books teach preferred strategies – directions that can be forgotten. **
 * Students develop multiple strategies that they understand and remember – their maps. **


 * Math books are designed to follow day-by-day – page-by-page. **
 * Students guide teaching decisions day-by-day by their differentiated needs. **


 * Math books are representational. **
 * Students must work with the concrete – manipulatives. **


 * We just spent a lot of money on what appears above, useless. **


 * __ Not at all. __**
 * Our new books will serve as an additional resource to teacher decision making. Starting with best mathematics teaching practices, with math grade level content standards, equipped with deepening knowledge of how to teach mathematics from concrete to pictorial to abstract, teachers will carefully select from the books what supports student learning. **


 * It is a celebration! **

January 24, 2011

Day #4 A Word About Bullying from the Principal, Mrs. Branch

(Note: 5D students are a cohesive team, extend generosity to each other and include all children as potential partners in all classroom, recess and lunch/snack activities. Bullying has not been an issue in 5D. Annoying others has been an infrequent issue among the students, immediately corrected when I become aware of anyone annoying others and corrected willingly by all individuals in the class, along with welcoming and orienting new students to the Team 5D. Nevertheless, I discuss bullying with my students periodically, as many students are susceptible to being a bully, as circumstances encourage a child to behave in a bullying manner. It is not negotiable in my class, bullying is forbidden and action will be taken immediately to extinguish any bullying-type behavior and hold the bullier accountable and responsible for making the circumstances/situation "right" for the target of the bullying behavior. Inappropriate behavior can never be excused due to the actions of another. Each student is 100% accountable and responsible for his/her own behavior, regardless of "who started it" or what else was said or done. Dear Parents,

Is it really bullying? The first question that comes to my mind when a student tells me I’m being bullied, or a parent reports on behalf of their child. (I don’t ask the reporter – it is a quiet question in my brain.)  You see, bullying is the word for everything these days – for everything that annoys. There is a saying that when you have a hammer, everything becomes a nail. The bully word has become the hammer. The bully word as used now no longer takes into account the developmental unskilled behaviors of children as they maneuver conflict.

The purpose of this letter is to reestablish a working definition of bullying. There are certain characteristics that we use at school to distinguish bullying from annoying.


 * Targeted – The bully selects someone, usually based on a difference of some sort who becomes the victim of repeated aggression.


 * Imbalance of power – The bully can be bigger, stronger, older, more verbally adept, more popular, different race, opposite sex.
 * Intent to harm – The bully has conscious, willful, and deliberate intent to harm, cause fear and create terror.
 * Repeated – Bullying against the victim is not intended to be a one time event.

On the other hand, we have a school of children learning their way with social challenges that come with living together in the classroom and at recess. Some children face developmental lag in their social skills. They can choose or spontaneously cause some harm by behaviors that are not yet developed skillwise. Yes, this is serious work for school adults. But it is not bullying. Bullying requires a much stronger degree of intervention – but again it is teaching. Our children are young and their brains are malleable.

The purpose of this letter is not to discourage you from talking to us about behaviors directed at your child that are worrisome. Working with behavior is an equal part of our job – it is called the social/emotional domain of education. And if you are not sure if it is bullying, we will make the distinction following the guidelines above.

During this month (possibly next) your homeroom teacher will engage all the class in discussions about bullying. Each year we repeat a unit on the topic and have been doing that for a number of years. It is part of character education and our social studies curriculum.

A very good book on the topic is The Bully, the Bullied, and the Bystander by Barbara Coloroso. She informs much of my thinking on the subject.

Sincerely, Geri Branch

October 2010 Writing Summative Assessment

During September and October, 5D has been writing personal narratives in the form of “small moments” of a student’s life. The students have written a number of short pieces of different small moments in their lives. A few weeks ago, the students picked one of those moments on which to focus their summative writing project. They have written their story map and are working on their first or second draft of their “small moment,” on their Alpha Smart word processors. Once they finalize their draft, they will be downloading it to a regular computer for publishing their final written version.

Last week, the students learned about how they will be able to publish their “small moment” personal narrative. They will be using a software program called, “Mixbook.” With this program, the students will be able to illustrate or add pictures to their personal narrative. It will take the form of a book. As the year progresses, the students will be publishing additional writing pieces in this book. When the students complete their Mixbook writing piece, they will be able to send it to you via email.

I will provide you with information about an available option with the Mixbook software. It is possible for the students to order a hard copy of their book at the end of the year. More information will be provided later regarding this option.

Ms. Jane 71 785 932 (My mobile phone has been out of order, but I am getting a replacement phone on Monday, 25-10-2010, so you should be able to contact me after Monday).

October 6, 2010

Dear Parents,

Recently, the custodian has reported to me that he is cleaning urine and feces off the toilet seats and toilet rim frequently, along with urine on the walls and floor. This is unacceptable among 5th grade boys. We have 4 fifth grade classrooms, in which all of the boys and girls use the bathrooms across the hall from me. Consequently, I have stepped up my monitoring of the bathroom activities, as follows:
 * I remind the students every time they return from another class that they have an opportunity at tio go to the bathroom and fill their water bottle during the transition of changing classes. (They are not to go to the bathroom or fill their water bottle during class time, except in an emergency situation).
 * If a student needs to go to the bathroom during class time, then I accompany to the bathroom. I stand in the doorway to monitor the goings and comings of other students and to be able to manage any problems that develop.
 * I have spent considerable time with the boys in my class, talking about the issue and providing instruction on how to resolve this icky problem.

1. A child is to let me know ASAP if a bathroom stall has any urine or feces present other than in the toilet. 2. I have set up a kit for cleaning up such messes in the boys' bathroom. When notified of a urine mess, I have told the boys, they never have to clean up the mess, unless they made it. Otherwise, I clean it up, as I do not want the boys to be unaware of the impact of their inappropriate behavior in the bathrooms. If they see me cleaning it up, they are more conscious of the impact they cause by not being responsible in the bathroom. (It is not the custodian's job to clean up their irresponsible behaviior). 3. I have shown all the boys in my classroom how to clean up a urine spill by spraying the area with vinegar (no toxins), using a stick with a rubber squeegie on the end with which they move a clean rag to wipe up the spill or put plastic gloves on, spray vinegar, grab a clean rag and wipe off the toilet seat, toilet lid or the wall. I was quite pleased with their reaction. Most boys wanted a turn at cleaning up after I showed them how it is done. They said that sometimes any one of them could spray a little urine where it shouldn't have gone and they would be glad to get to clean it up before someone else had to deal with it. 4. I dealt with a large urine spill today -- just about everywhere in the stall. The boy who created the mess, cleaned it up and did so willingly and with a good attitude. I think we are well on the way to resolving this problem. Note: I told all the boys that noone should have to clean up their urine messes in the bathroom. Perhaps they could take responsibility for cleaning up any off target sprays in their own bathrooms at home.

If any of this concerns you, please stop by or send an email (my cellphone is in the repair shop this week) and I would be happy to go over the problem and solution with you. I do not believe any boy is uncomfortable with the solution. They were such good sports and stepped up to the responsibility immediately.

Ms. Jane 71 785 932

** September 13, 2010 – Day #4 **

** Dear Parents, **

** My interest today is in preparing for Curriculum Night – coming September 16 for grades 1- 5. The most important point is that children should NOT be included that evening. I know this might be a hardship for you finding the care, or they may beg to come. Be resolute. If they do come, the evening will be a hardship for you and for us. On some occasions, children have been left on the playground to play or free to roam the hallways. Simply not O.K. They have to be at your side, and the presentations are serious and adult focused. They will quickly become bored. Please let them be home in their evening routine – and early to bed. **

** As for your evening, it will be filled with curriculum information. You will learn **** some about the philosophy of our program and its components: ** ** Character Education, Literacy, Math, Social Studies, Science, MAP testing (3rd – 5th), **** homework, Arabic and all the other specialties. We will also include the routines of the classrooms so you understand the day of your child. **

** Your questions can direct the faculty to areas we might forget. Your questions should not direct the teacher to your specific child. The information we plan to share is generalized and relevant to all parents’ children. The teacher cannot be pulled aside before or after the scheduled time for a parent/teacher conference. Call the office the next day, and make an appointment. You will learn things that you may wish to discuss as it applies to your child. We are ready to do that, just not at Curriculum Night. **

** We are eager to share. We view it as our most important meeting with you. Do come. September 16. All the details will follow. **

** Sincerely, ** ** Geri Branch **

** CURRICULUM NIGHT ** 2010-2011


 * Grade || Homeroom || Arabic || Specials ||
 * 3 || 4:30 – 5:15 || 5:15 - 5:45 || 5:45 – 6:30 ||
 * 4 || 5:00 – 5:45 || 5:45 – 6:00 || 6:00 – 6:45 ||
 * 5 || 5:30 – 6:15 || 6:15 – 6:30 || <span style="font-family: 'Calibri','sans-serif'; margin: 0in 0in 0pt;">6:30 – 7:15 ||
 * <span style="font-family: 'Times New Roman','serif';">1 || <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">6:15 – 7:00 || <span style="font-family: 'Calibri','sans-serif'; margin: 0in 0in 0pt;">6:00 – 6:15 || <span style="font-family: 'Calibri','sans-serif'; margin: 0in 0in 0pt;">7:00 – 7:30 ||
 * <span style="font-family: 'Calibri','sans-serif';">2 || <span style="font-family: 'Calibri','sans-serif'; margin: 0in 0in 0pt;">6:30 – 7:15 || <span style="font-family: 'Calibri','sans-serif'; margin: 0in 0in 0pt;">6:15 – 6:30 || <span style="font-family: 'Calibri','sans-serif'; margin: 0in 0in 0pt;">7:15 – 7:45 ||