Walking Tickets are a behavior-based correction activity that has proven successful at Bethany last year. Walking Tickets provide students with a structured opportunity for reflection during their next recess (morning or lunch). After a reminder, if a behavior continues, students will receive a Walking Ticket. This allows them time to think about their choices and make positive adjustments moving forward.

As we got a new student this week, I was pulling out my syllabus for them, and I wanted to go ahead and link it here for everyone's reference. Sometimes, things beyond my control change (like Citizenship Awards), sometimes, class policies shift (which I post on the website after announcing/explaining them to students), and sometimes, people ask great questions, and I explain something in detail on the website. Either way...as those updates happen- I update my syllabus to reflect them. So this is the live link to the current syllabus for our class:

REDO Opportunities are just that: opportunities for students to improve their knowledge and work skills by trying again on some task or group of tasks. These are OPTIONAL and are either completed as early finisher activities or at home. Check Google Classroom or the Subject Pages of my Website for more details (as opportunities become available).

Ask students how they would feel if they were asked to turn in their homework 6 days early. Nobody liked that idea. I shared with them that the Teacher Grading Window has been carefully set to allow me enough time to grade assignments. Asking me why something hasn't been graded yet (before the Teacher Grading Window is up) is like me asking them to be done with next week's tasks before they have a chance to do them.

Similarly to their work completion expectation, if I am absent from class or the internet is down at the school that day, then that window gets pushed out 1 day for every day I am absent from class or the internet is down.

Birthdays are a welcome celebration in the classroom. However, they are also a big distraction and take up a significant portion of class time. To find the balance, our class will host once-a-month celebrations. During this time, we will have a themed celebration of that month's birthdays; I will announce that month's Hughes' Homeroom Positivity Award Winners so we can also celebrate them, and we will also celebrate the Student of the Month winners.

I encourage the parents of students who have birthdays this month to contribute to party supplies and treats. However, anyone is welcome to sign up to bring items to share. All food items brought in to share with other students during classroom parties and celebrations must be commercially prepared and individually packaged; they must be peanut-free. Ingredient lists must be available so that students with food-based allergies or rules may avoid consuming certain foods. Items should not state happy birthday to a specific child by name as we celebrate all class birthdays for the month and our Hughes' Homeroom Positivity Award Winners. Celebration contributions and supplies should be delivered to our room at the start of the school day (non-perishables may be sent up to three days prior). Your donation is optional; we will celebrate with whatever is contributed.

 

Celebration (Sign-Up Genius Link Sent through Parent Square)

 

Sweets ideas: cupcakes, rice crispy treats, cookies, etc.

Savory ideas: popcorn, pretzels, goldfish, etc.

 

Aeries Gradebook Scores: Scores they earned / Total Points possible = %

 

4: 98%+

3: 80-97.99%

2: 66-79.99%

1: 0-65.99%

 

In traditional grading, students are primarily measured by the percentage of work successfully completed. The assumption is that higher completion rates reflect greater mastery and earn higher grades. Often, 90% achieve an A, 80% a B: your students will switch to a traditional grading next year in 6th grade; in preparation for this major shift, I am encouraging students to pay attention to their Aeries Gradebook Percentage Score and talk about what that means in middle school terms. This is designed to ease the transition into middle school grading, which is (without this prep) very challenging and jarring for students. However, in 5th grade, their Report Card still uses Standards-Based Grading. Standards-based grading is not based on your percentage from the Gradebook. Standards-based grading is based on the demonstration of mastery. Students attempt standards-aligned assignments. Teachers reflect on all the assignments that the students have completed this year, assess the student's output, and choose the appropriate mastery level that was demonstrated. Effort doesn't factor into Standards-Based Grading.

In our district, we use 1-4 Rubric for Standards-Based Grading.

4    Above Grade Level Standard    

3    At Grade Level Standard    

2    Approaching Grade Level Standard 

1    Below Grade Level Standard

 

I had a lengthy discussion with the principal on Monday about what these mean, and I am happy to share that my pre-conversation beliefs align with hers regarding the Standards-Based Grading scores. 

A score of 1 means that your student is well Below 5th Grade Level Standard in what they can achieve without scaffolding and direct teacher support/intervention. 

A score of 2 means that your student demonstrated mastery of the 4th Grade Level of this Standard and is close to meeting expectations for the 5th Grade Level Standard in what they can achieve without scaffolding and direct teacher support/intervention. 

A score of 3 means that your student consistently demonstrated mastery of the 5th Grade Level version of this Standard in what they can achieve without scaffolding and direct teacher support/intervention. 

A score of 4 means that your student consistently demonstrated mastery of the 6th Grade Level version of this Standard in what they can achieve without scaffolding and direct teacher support/intervention.

 

Example 1:

Your Aeries Gradebook says you have in History a: 100%

What does it mean?  It means that you have consistently completed every assignment in full, on time, and took the recovery point opportunities to ensure a 100%. AMAZING EFFORT!!! You will likely be well prepared to transition to 6th grade and traditional grading-it doesn't sound like a big deal, but it is HUGE! So many kids struggle in 6th grade because they aren't aware of how the percentage grades work. They often don't understand until the second or third trimester, meaning their grades often suffer, and their permanent GPA is impacted. 

What Standards-Based Grading Score am I going get if I have 100% in the Aeries Gradebook? No score is guaranteed because it is all about what ability level you have demonstrated through your actions and assignments in my class.

If you had to guess, based on years and years of experience with lots of kids what Standards-Based Grading Score would you guess I am most likely to get if I have 100% in the Aeries Gradebook? 3 as usually to get 100% you have consistently demonstrated mastery of the 5th Grade Level version of this Standard (as my grade ONLY ever tracks 5th-grade Standards)

 

Example 2:

Your Aeries Gradebook says you have in History a: 55%

What does it mean?  It means that you have not consistently completed every assignment in full, on time, and probably not taken the recovery point opportunities to ensure a strong grade; you may have very low test/project scores, poor academic life habits, or both challenges (scores and habits). I would expect that you may struggle in 6th grade to transition to traditional grading.  Hopefully, we can help you make changes and help to improve your percentage score in future trimesters to help improve your academic life habits and ease your 6th-grade transition to traditional grading.

What Standards-Based Grading Score am I going get if I have 55% in the Aeries Gradebook? No score is guaranteed because it is all about what ability level you have demonstrated through your actions and assignments in my class.

If you had to guess, based on years and years of experience with lots of kids, what Standards-Based Grading Score would you guess I am most likely to get if I have 100% in the Aeries Gradebook? If the percentage in the grade book is due to low test/project scores, then maybe a 1 or 2. If the percentage in the grade book is due to poor academic life habits (missing assignments and late work), then the score may not reflect ability level at all. The student might have consistently demonstrated mastery of all the History standards being evaluated through tests and projects and could earn a 3. However, even if they got a 3 on their Report Card, their poor academic life habits indicate that they will have trouble once they transition to traditional grading, as mastery will no longer be all that earns a Report Card mark. I would seek to help the student repair their poor academic life habits and ensure that parents are aware of what those Aeries Gradebook percentages seen this year indicate for next year's challenges. 

Homework not only helps a child learn about school subjects but is also one of the first ways kids develop responsibility. Learning how to read and follow directions independently, how to manage and budget time for long-term assignments, and how to complete work neatly and to the best of their ability are skills children need for life. Homework can be trying for children, but with a bit of help from Mom and Dad, it can be a positive learning experience. Here are some ways you can help.

 

1. Designate a regular place to do homework. This location needs to be well-lit and quiet, without the distractions of the television, other children playing, or people talking on the telephone. This place should be the same every day, whether it's the kitchen table or a desk in their room. Ensure all the materials your child needs to complete their homework are within arm's reach, including pencils, paper, crayons, or anything else.

 

2. Give them some say. Just like adults, some children may work better with music or white noise. Others may prefer silence. Some may like to be left alone and ask questions at the end, while others may like to go back and forth with a parent as they need. Children may prefer to do one subject at a time or bounce between them to stay interested.

Giving your students some input will help them develop their personal best homework habits, and it can eliminate some of the homework-related friction between parents and children. In turn, they will have the skills to grow their homework and study habits for the rest of their educational years.

 

3. Choose a time every day to work on daily assignments. Many children do best if they tackle their homework shortly after returning home from school in the afternoon; some children respond poorly to a dictated study time, such as 3:00 every afternoon, and may be better off if you give guidelines, such as "No video games or screen time until you complete your homework." I encourage parents to set clear guidelines and enforce them. Once you establish a schedule that works for you and your child — including any limits on TV/screen/tech time — stick to it. Consistency is key to developing good homework habits. These are valuable years for teaching your students how to balance schoolwork, play, fitness, and other activities. You'll be helping them with an important life lesson — and hopefully establishing a little more harmony at home.

 

4. Observe your student's homework habits. Are they stuck on a specific task, or are they easily distracted? Do they understand the directions (did they read them and the rubric)? Are they making the assignment more complicated than it is? Is their studying interrupted by television, phone calls, or chatting with other family members? If so, you may need to rethink your homework rules or discuss these difficulties with the teacher. When you speak with your student's teacher, raise concerns about at-home learning, like if your child struggles to do their homework; since these may be signs of a learning disability or something, you should talk to their pediatrician. 

 

5. Don't do your student's homework for her. It's perfectly okay to help your child get focused and organize their approach to the assignment, but insist that they do the work themselves. If they need help understanding the directions, have them email Mrs. Hughes right then so she knows the challenge and can address it directly with them the next day in class. Students often forget to ask questions the next day. 

 

6. Get excited and give positive feedback. As your student's role model, if you view homework as a chore or something that interferes with your schedule, your child will mimic that behavior. Let your child know how grown-up it is for them to have homework and how proud they should be of their hard work. Let them show you their work and praise them for finishing homework. Be encouraging — it will make a difference. Review your student's homework occasionally and praise him for everything they do right. If you do find errors, don't criticize. Instead, review the work together and try to pinpoint the area of difficulty. Praise your child when they get the answer right away but also when they struggle and persevere. Remaining confident in their abilities throughout the process is critical to their self-belief.

 

7. Email me. If your child has ongoing homework problems, please email Mrs. Hughes with what is happening. 

If you/your student see the Incomplete as a comment on Aeries assignments, this post can help explain the challenge and suggest a solution. Your student may appear to be doing homework but could miss parts or even whole assignments. Sometimes, students rush through tasks and don't take the time to complete all the required parts (a great example is ELA formatting for our weekly news). 

 

A student solution? I recommend using Google Classroom's Calendar. It shows all your assignments, which are color-coded by subject and listed on their due date*(see exceptions). This calendar is a major part of why digital item due dates are set to 11:59 pm because if it is set to 8:05 am, then students see the task pop up on the wrong day; after years of trials, I am firm in the belief that 11:59 pm is a better time as the calendar populates properly for students to use for reference. A due date time of 3:00pm-this is something we will do in class; students will be working with their elbow partner or table/subject group, and it is intended to be CLASSWORK; if it changes to homework, then I will adjust the "due date time" to 11:59 pm. A due date time of 8:05 am (or any morning due date time ) is usually reserved for physical items being submitted. 

 

A parent solution? I recommend opening Aeries every Friday (at least) to check for missing assignments and read the comments to see if any are labeled as incomplete. Opening Google Classroom through their Chromebook will allow you to see all the assignments for our subjects. Checking Google Classroom is a great way to see what they have done on their assigned tasks and see if anything may be falling behind. 

 

*Exceptions: 

Math Blue Book Problem Sets (video lesson notes) & Application Problems, and Red Book Lessons are not listed day by day on the calendar. At the start of the Module, I suggest that you print/write out the Math Module  Lesson Schedule and post it in your homework area for reference. 

 

 The Lesson Exit Tickets are listed. As the exit ticket is the last Math Homework item you should complete (after doing the in class Blue Book Problem Set, exit ticket and application problem if there is one), once you mark it as done (and the calendar updates to show it's done), you know that you are done with Math for the night.

With after-school sports and extracurriculars, it can be easy to push homework until late at night or even until the morning of the day it's due. Procrastination is one of the most common bad homework habits.

 

A parent solution? Set up rewards or privileges earned after homework is done. Negotiate something with your student that motivates them, like playing video games or watching his favorite TV show. Establishing this habit young will prevent arguments about when homework is done when they are older. (This is not a punishment but a treat!)

Our only regular homework is unfinished classwork currently.

 

Email me. If something is wrong with the homework, you have a question about the homework, or some challenge regarding doing that task that night, students should email me with the challenge/question described (screenshots help when they apply). This avoids Citizenship being impacted negatively because you reached out for help.

 

Day-to-day tasks in ELA, Science, and History should be completed in class (unless they are absent).

 

"Long-term projects" are announced on Google Classroom, and students meet one-on-one with me (usually daily) as I provide feedback and support throughout the project process. I ask students to talk with their families about the "long-term projects" at the start and show them the assignment in Google Classroom so that they know what the students will be working on. Sometimes, questions come up about projects, and I add additional information to the Google Classroom assignment to ensure clarity in the task and rubric. Whenever that happens, I review the change with the whole class and then again at our next one-on-one feedback chat.

 

A student solution?  Daily: Check the Google Classroom Calendar: write out a list of what is due that night. Go to the Math Lesson Schedule and add the Red Book lesson to your list. Add any WIN or REDO tasks you need to do that night.

 

At the start of the Math Module, I suggest you print/write out the Module Homework Schedule and post it in your homework area for reference. 

 

Whenever a major project is assigned, I encourage students to print/write out the Project Schedule and post it in their homework area for reference.

 

Sometimes, students have optional homework WIN tasks in Science and History.

 

A parent solution? I recommend opening Google Classroom Calendar and Math Module Homework Schedule Assignment through their Chromebooks, allowing you to see all the assignments for our subjects. Checking Google Classroom is a great way to see what they have done on their assigned tasks and see if anything may be falling behind.

For struggling students or older students (4th grade+) with a heavy workload, it can be easy to get overwhelmed. When it comes to a tough assignment, your child may be unable to focus on it for very long without becoming discouraged. Prioritizing is an essential skill that we are working to learn this year. This is a sample of prioritizing and an explanation why the student might prioritize things in this order: 

1. REDO task (because "Long-term projects" are rare and mastery of concept is judged for the last time here-REDOs are not accepted late; they get first priority)
2. WIN task (because WIN tasks are not accepted late, they get second priority)
3. Math: Blue Book Problem Set Video Lesson, Application Problem, GoFormative Exit Ticket: because Math is a daily homework task. Plan for it as first priority when there are no REDO or WIN tasks and the third priority behind those recovery opportunities. These are papers collected at the end of the Math Module, the day of the Module test. There is a 10% late penalty when the papers are due if they come in more than one day past the Math Module Test.
4. Do any unfinished "Long-term project" task for today (most steps get lots of time in class (rough drafts, plans, etc); some crafty final things go home-like, like building the 3D model for Tribe Project or the Rube Goldberg Machine Build/Video). There is a 10% late penalty when the project is due-don't be late!
5. Do any unfinished day-to-day assignments. There is NO late penalty as long as you get it to me before we finish the Module/Unit/Chapter Test. 

 

A student solution? Create a daily task list in order so you know what you need to complete. Sometimes, working on the same task for a long time can be hard. An alternative is to set a timer for 15-20 minutes and focus on your first priority only. If you finish before the time is up, reset the timer (15-20 minutes again) and move down to the next priority. If you don't finish before the timer goes off, you can move down to the next task on your list for the next block of time (15-20 minutes again). 

If your student stays focused and sticks with their homework, the change of topics every 20 minutes could help students to focus more. 

 

A parent solution? Consider allowing students to habit bundle in some way. Maybe let them listen to music in the background while they work, or after one hour of dedicated work time, they can have a 10-minute break to play. The habit bundling can be tricky as it needs to be something they WANT to do, like an instant reward for doing their homework.

11:59pm-this may have been in class, or it is just homework, but the expectation is that students finish this at home the day it is assigned.

3:00pm-this is something we will do in class; students will be working with their elbow partner; table/subject group-it is intended to be CLASSWORK; if it changes to homework-I will adjust the "due date" to 11:59 pm.

1:30pm-this is a task due on the Friday before Fall/Winter/Spring Break.

Want free homework help? Check out the Library System for help! 

Check out the guide for accessing a student's school Google account from home:

 

GoGuardian

NetSmartzKids

Safety, Privacy & Security

Common Sense Media - Curriculum

 

This section is designed for families to learn how they can help create a safe and positive experience online. By reading, watching videos, and doing activities, you’ll learn how to integrate Digital Citizenship and Safety activities into your classroom curriculum.

 

In addition, the LUSD Digital Citizenship and Safety web page provide additional resources, support, and information to provide a safe and positive experience online.  The proper use of technology helps students learn better, and as a whole, it enables them to function better. We believe this program is an important step toward ensuring that all students learn, explore, and have a positive experience online.

 

 

If you or your student needs to contact the Lammersville I.T. Department, please send an email to our Learning Commons Librarian and CC me at [email protected], so I know you are having an issue that has been reported.

 

Please make sure to include the following information in the email:

      Student's Name and ID #

      Phone Number

      Chromebook LUSD Barcode (500000000#####)

      Student's School and Teacher

      Chromebook Issue with as many details as possible with screenshots of your issue (whenever possible).

 

The district IT department has created a fantastic set of How-To Guides for parents and students to use; check out the How to [Online Learning] at Home. Including, but not limited to, Chromebook "How To," Google Chrome Sign In at Home, Using your Chromebook Off-Line, Zoom Tutorials, Aeries Parent Portal, GoGuardian Parent App, Internet Filter, and more!

 

LUSD Chromebook Handbook Acknowledgement and Agreements	LUSD One2One Chromebook Care	Aeries Communication - Parents & Guardians Walk Through
LUSD Acceptable Use Policy	Student Resources	Parent Square Resources
Chromebook Safety Video	Student Google Account Info	How to...[Online Learning]...at Home

 

 

Technology Resources

If I get a parent question emailed to me, I will answer that question. If I think other parents may have the same question, as it is a generalized question about procedures, methods, etc. I will post an update to my website so that knowledge is out here for everyone to use. Please don't hesitate to email me your questions, comments, or concerns. I don't detail every movement I make in the classroom; I don't have that kind of free time. However, I am trying to be transparent and clear with how I run my classroom. 

 

I can answer a wealth of questions and concerns via email long before we can get together to meet. Please don't sit and stew in frustration or confusion. Email me about what you want to know so I can answer it for you. If you have a question, maybe others do as well, so ask and I will email you back (and share out here without naming names). 

Please explore the links below for online enrichment resources for families to utilize. The district will continue to add to this list as they identify additional resources. Most resources do not require a log-in unless otherwise indicated.

 

List of Enrichment Resources

All students are required to be in class by 8:10 a.m. Any students arriving after 8:10 are considered tardy. Those who arrive after 8:15 must report to the school office for an admit slip. In severe cases, tardiness may be regarded as truancy and result in a referral to the School Attendance Review Board (SARB). If the tardiness is due to an appointment, a note from the doctor’s office is required. If the tardiness is due to not feeling well in the morning, the student must present a note from the parent to excuse the tardy, or the parent must sign the child in at the office.

 

Resulting actions for Students with Truancy and Unexcused Absences:

- 3 unexcused tardies over 30 minutes or 3 all-day truants will result in a SARB 1

- 6 unexcused tardies over 30 minutes or 6 all-day truants will result in a SARB 2

- 9 unexcused tardies over 30 minutes or 9 all-day truants will result in a SARB 3

 

Effective January 1, 2011, EC Section 48263.6: Any pupil subject to compulsory full-time education or to compulsory education who is absent from school without a valid excuse for ten percent or more of the school days in one school year, from the date of enrollment to the current date, is deemed a chronic truant, provided that the appropriate school district officer or employee has complied with EC sections 48260.5, 48261, 48262, and 48291.

 

The Governing Board expects all students to be present and ready to work each day that school is in session.  Absences from school should be taken very seriously and used only when absolutely necessary. The District needs your support for school attendance.