1. VES 2013-2014
PARENT
ORIENTATION

2. 
I earned my Bachelors Degree in Elementary Education
from the University of Central Florida. Go Knights!
I am currently working toward my Masters Degree at
Saint Leo University In Educational Leadership.
I hold an Elementary Education Grades K-6 certification,
a Middle Grades Integrated Curriculum 5-9 certification,
and I am ESOL endorsed.
This is my 12th
year teaching. I have taught in Orange
County, Baltimore County, and Pasco County in grades 2,
3, 4, and 5, and I was a Math Resource Teacher and
Coach.
I have been at Veterans since we opened in
2008! 

3. • I am a
mommy of
three! Lainey
is one, Dane
is three, and
Cade is five
and in
Kindergarten
here at VES!
• My husband,
Jay, teaches
fourth grade
here at VES!

4. Common Core State Standards
English Language Arts & Literacy
A Sample of What Your Child Will Be Working on in 4th
Grade
Describing the basic elements of stories — such as characters, events, and settings — by drawing on specific details in the text
Paying close attention to key features of informational books and articles: these include understanding the main and supporting ideas;
being able to compare and contrast information; and explaining how the author uses facts, details, and evidence to support particular
points
Comparing ideas, characters, events, and settings in stories and myths from different cultures
Writing summaries or opinions about topics supported with a set of well-organized facts, details, and examples
Independently conducting short research projects on different aspects of a topic using evidence from books and the Internet
Paraphrasing and responding to information presented in discussions, such as comparing and contrasting ideas and analyzing
evidence that speakers use to support particular points
Reporting orally on a topic or telling a story with enough facts and details
Writing complete sentences with correct capitalization and spelling
Relating words that are common in reading to words with similar meanings (synonyms) and to their opposites (antonyms)

5. Common Core State Standards
Mathematics
A Sample of What Your Child Will Be Working on in 4th
Grade
Using whole-number arithmetic to solve word problems, including problems with
remainders and problems with measurements
Adding and subtracting whole numbers quickly and accurately (numbers up to 1 million)
Multiplying and dividing multi-digit numbers in simple cases (e.g., multiplying 1,638 × 7
or 24 × 17, and dividing 6,966 by 6)
Understanding and applying equivalent fractions
(e.g., recognizing that 1 4 is less than 3 8 because 2 8 is less than 3 8)⁄ ⁄ ⁄ ⁄
 Adding, subtracting ,and multiplying fractions in simple cases (such as 2 3 4 1 1 4 or 3⁄ − ⁄
× 5/8), and solving related word problems
Understanding simple decimals in terms of fractions (e.g., rewriting 0.62 as 62 100)⁄
Measuring angles and finding unknown angles in a diagram

6. How can you help at home?
English Language Arts & Literacy
Urge your child to use logical arguments
to defend his or her opinion. If your child
wants a raise in allowance, ask him or her
to research commonsense allowance
systems and, based on that research,
explain reasons why, supported by facts
and details.
Talk about the news together. Pick one
story in the news, read it together, and
discuss with your child what it means.
Mathematics
Ask your child to compare numbers using
phrases like “times as much.” For
example, if the family cat weighs 8 lbs. and
the family dog weighs 56 lbs., how many
times as much does the dog weigh?
 Ask your child to help you compare
fractional amounts — for example, if one
recipe calls for 2/3 of a cup of oil, but
another recipe calls for 3 4 of a cup of oil,⁄
which recipe calls for more oil? (In 5th
grade, your child will learn ways to
determine just how much more oil.)

7. 
SUPER HERO
DISCIPLINE
PLAN
Veterans Elementary School
2013-2014

8. Why PBIS?
 PBIS is a CONSISTENT positive behavior system that
focuses on the positive actions of students rather than
the negative!
 Last year, VES used a PBIS behavior system and saw
excellent results in student behavior with a direct
correlation to student achievement.
 This year, we took all suggestions and input and
listened to what worked best and what was wanted
most! 

10. Behavior
Chart

11. STAMPS and stickers
• Sticker (K-1) or a stamp (2-5) on an index card for
moving up on the chart
• Students keep these stamps and stickers no matter
what!
• 10 stamps/stickers = schoolwide store run by
patrols
OR
• Students can save up for larger rewards!
• Students can earn Super Status anywhere!

12. SCHOOLWIDE REWARDS
•Patrols will run a school store in the mornings
in the courtyard.
•Students can purchase tangible items or choose
from a catalog of experiences (lunch with a
teacher, bring in a stuffed animal for the day,
etc.).
•Items will be priced in increments of ten (stamps
or stickers).

13. 
Our schedule was sent home the first week.
Specials (9:45-10:30):
Monday PE
Tuesday Art
Wednesday PE
Thursday Music
Friday Music in Motion
Lunch 12:44-1:14

14. 
It is important that your child comes to school each and every day
well rested and ready to learn. Regular attendance at school is
critical for your child to achieve his or her highest academic
potential. Academic learning occurs all day and students who
arrive late or leave early miss valuable instructional time aimed at
their academic success. If your child arrives after the 9:40 a.m.
tardy bell, you will need to park your car and come to the front
office to sign your child in for the day. If you child will be absent,
you need to notify the school of the reason why your child is
absent. You can call (813) 346-1488 to leave a recorded
message why your child is absent from school.

15. 
Homework Policy:
Homework Policy states that a 4th
grade teacher should
only give a total of 45 minutes of homework a night in all
subject areas combined. We ask that students read 30
minutes each night as a part of their homework..
•Reading logs will in the communication binder and
checked bi- weekly.
•Math homework will be assigned each night a new
lesson is taught. Do not spend more than 15-20 minutes
on this! No homework the night a test was taken.
•No weekend homework. : )

16. 
A: Well Above Expectations
Your child has demonstrated performance that is well
above expectation on concepts and skills emphasized or
addressed during this reporting period. This grade recognizes
excellent achievement based upon your child’s ability to
independently and on a consistent basis apply critical thinking,
problem solving or innovative thinking that goes above and beyond
teacher’s expectations for successful performance.
B: Above Expectations
Your child has successfully demonstrated performance
on concepts and skills addressed during this reporting period.
Your child has successfully learned concepts and skills and
independently and on a consistent basis is able to apply
them in a variety of settings.

17. C: Adequate Progress
Your child has adequately learned concepts and skills
emphasized or addressed during this reporting period and is
independently and on a consistent basis continuing to perform at the
expected level.
D: Below Expectations
Your child is in the process of learning concepts and skills
emphasized or addressed during this reporting period. Your child is
making minimal progress and needs assistance to complete
the tasks at the expected level.
U: Well Below Expectations
Your child has made little or no progress in learning
concept and skills emphasized or addressed during this reporting
period. Extra assistance is needed to perform assigned tasks. Your
child is working well below expectations

18. 
Writing:
•Timed assessments (60 minutes, prompted) when a skill has been
completely taught (approx. every 3 weeks)
Reading:
•We will be taking 1-2 mini assessments per unit of study (4-5 weeks)
and one unit test at the end of the unit
3 times a year:
•Paper/Pencil Benchmark Assessments (M, Sci, R)
Once a year:
•Writing FCAT (February)
•Reading & Math FCAT (April)
Other:
•Pre & Post Tests (Every Math chapter, 13 chapters)
•Science & SS Unit Tests

19. 
We will be recognizing your child’s birthday through
our weekly pod meetings, school-wide morning
announcements, and by the school giving a small
birthday token on their special day. At the end of each
month he or she will also enjoy birthday cake at a
special birthday table at lunch. It is VES policy to
recognize students’ birthdays in this way so that we
are not interrupting instruction. Gifts, cupcakes,
cakes, and other “party” items will not be allowed.

20. 
If you would like to volunteer in the classroom, at school or on
a field trip at all this year, you must be approved by the county for the
2013-2014 school year. I suggest that everyone fill out the application
and be approved so that you don't have to worry about it later. It takes
about 3 weeks to get approved, so it is almost impossible to apply at
the last minute before a field trip if you want to chaperone. Please
note that you must re-apply each year. It can be done online; contact
me for the link.
If you are already an approved volunteer, please let me know
or if you apply let me know when your approval comes through. I like
to keep track of my parents who are already approved.
Volunteer in our
Classroom!

21. 
Planners: Behaviors and some notes will be written in
planners.
Email: Weekly emails will be sent to all parents. I will
also email for more detailed issues or behaviors if my
schedule does not allow me to call.
Newsletters: Bi-Weekly grade level newsletter will be
attached to my weekly e-mail with information for all 4th
graders and their families.
Online: Like our Fantastic Fourth Facebook Page!

22. 
The planners are used school wide. They are used for
parent/teacher communication as well as keeping the
students organized.
Each day, please glance at the planer to check and
make sure there are no new notes or behavior notes.
The planner is also used to check and see what that
night’s homework is.

23. 
If your child is changing their dismissal I
need a note or email, or the office needs a
phone call. I cannot change your child’s
dismissal based on what they verbally tell
me.

24. District Bullying Orientation

25. Bullying
What are we doing to Stand Up to Bullying atVES?
25

26. Jeffrey
Johnston
“Stand Up
for All
Students
Act”
1006.147,
F.S.
26

27. Bullying is…
Aggressive behavior intended to causeto cause
harm.harm. Bullying can be physical, verbal, or
emotional.
 Usually repeatedrepeated over time.
 Often there is an imbalance of power orimbalance of power or
strength.strength.
27
Think:Think:
P.I.C.= Purposeful, Imbalance of
Power, Continual

28. Bullying is NOT…
 Usually an isolated incident
 Unintentional
 A form of conflict with two parties of equal
status or power
28

29. Types of Bullying
 Verbal
 Social or relational
 Physical
 Cyber
29Citations  1, 5, 8, 14

30. Cyberbullying
“The use of Internet, cell phones and related
technologies to hurt:
• Spreading lies and rumors about
someone by text message or over the Internet.
• Sending threatening or hurtful text
messages.
• Posting online any embarrassing pictures of
people without their consent.
30

31. We CAN Make a Difference
Students, parents, and staff are encouraged to work
together to prevent bullying and all forms of
harassment, including sex-based harassment.
Students found to have engaged in acts of bullying,
including sex-based harassment will be subject to
prompt disciplinary action, including, if warranted,
suspension or expulsion.
31

32. Our Commitment
 The District School Board of Pasco County does not
tolerate bullying.
 The District is committed to taking immediate action to
eliminate bullying, prevent its recurrence, and reduce
its effects.
32

33. Students Who Bully Tend to:
• Have more positive attitudes toward
violence than peers
• Be truant, drop out of school
• Report poorer academic achievement
• Perceive a negative climate at school

34. Bullying Affects the
Total School Climate
34
• It interferes with student
learning
• It creates a climate of fear
and disrespect
• Students may perceive lack
of control/caring

35.  Lower self-esteem
 Depression & anxiety
 Absenteeism & reduced academic achievement
 Thoughts of suicide
 Illness
© The Olweus Bullying Prevention Group, 2004© The Olweus Bullying Prevention Group, 2004
Short Term Effects of Bullying
on the Victim

36. Effects on Bystanders
Bystanders may feel:
• Afraid
• Powerless to change the situation
• Guilty for not acting
• Diminished empathy for targets over time
• Pressured to participate in bullying or harassing behavior
© The Olweus Bullying Prevention Group, 2004© The Olweus Bullying Prevention Group, 2004

37. Student Code of Conduct
 The District School Board of Pasco County does not
tolerate sex-based harassment.
 Any student who believes he or she has been subjected
to sexual harassment, sexual assault, gender-based
harassment, or other sex-based harassment should
immediately report the harassment to the District.
 The District is committed to taking immediate action to
eliminate the harassment, prevent its recurrence, and
reduce its effects.

38. How Parents Can Help?
Encourage your child to report both bullying
and peer conflict to the classroom teacher. If
problems persist, please contact the school
counselor, Kristen Leonard, or our assistant
principal, Gretchen Rudolph-Fladd.
Talk to your child:
◦ Help him/her understand the difference between
peer conflict and bullying.
◦ Help him/her develop strategies to deal with
conflict.
◦ Discuss the role as a bystander and how to help.
38

39. 
for taking the time to attend Open
House!
I look forward to working with you and your
child this year. It is going to be a wonderful
year filled with exciting learning activities!