Frequently Asked Questions: This page contains answers to common questions of
students and parents.
- Why can't my child skip the 20 minutes of nightly reading?
- What about spelling????
- What are our classroom rules?
- What is the behavior management system?
- Can I send in a birthday treat?
- What about lunch?
- Are snacks allowed?
- Can my child wear tennis shoes with wheels?
- What if we have a transportation change?
- How do I place a Scholastic Book Order?
- What does Reader's Workshop look like?
- What reading comprehension strategies will be taught?
- Our new grading and reporting system
- Everything you wanted to know about planners
- Letters From Home
- What does the 3+ on our new report card mean?
- How are students assessed in Reading, Language Arts and Math?
- What is Cobb County's attendance policy?
Why can't my child skip the 20 minutes of nightly reading?
Why Can't My Child Skip the 20 Minutes of Nightly Reading?
Student A reads 20 minutes, five nights of every week.
Student B reads only 4 minutes a night...or not at all!
Step 1: Multiply minutes a night x 5 times each week.
Student A: 20 minutes x 5 times a week = 100 min./week
Student B: 4 minutes x 5 times a week = 20 minutes/week
Step 2: Multiply minutes/week x 4 weeks each month.
Student A: 400 minutes a month
Student B: 80 minutes a month
Step 3: Multiply minutes a month x 9 school months
Student A reads 3600 minutes in a school year.
Student B reads 720 minutes in a school year.
Student A practices reading the equivalent of ten whole school days a year.
Student B gets the equivalent of only two school days of reading practice.
By the end of 6th grade if Student A and Student B maintain these same reading habits, Student A
will have read the equivalent of 60 whole school days. Student B will have read the equivalent of
only
12 school days.
One would expect the gap of information retained will have widened considerably and so,
undoubtedly, will school performance.
Here are some questions to ponder:
Which student would you expect to read better?
Which student would you expect to know more?
Which student would you expect to write better?
Which student would you expect to have a better vocabulary?
Which student would you expect to be more successful in school...and in life?
If daily reading begins in infancy, by the time the child is five years old, he or she has been fed
roughly 900 hours of brain food! Reduce that experience to just 30 minutes a week and the
child's
hungry mind loses 770 hours of nursery rhymes, fairy tales, and stories.
A kindergarten student who has not been read aloud to could enter school with less than 60
hours of
literacy nutrition. No teacher, no matter how talented, can make up for those lost hours of
mental
nourishment.
Therefore...
30 minutes daily: 900 hours
30 minutes weekly: 130 hours
Less than 30 minutes weekly: 60 hours
[Source: U.S. Dept. of Education, American Reads Challenge. (1999). "Start Early, Finish
Strong: How
to Help Every Child Become a Reader." Washington, D.C.}
What about spelling????
Your child will be using Words Their Way: Word Study in Action in school this year. Words Their
Way: Word Study in Action will enhance the core reading program, Good Habits Great Readers to
provide the most effective instruction in phonics, spelling, and vocabulary.
Words Their Way is authored by noted researchers Donald Bear, Marcia Invernizzi, Francine
Johnston, and Shane Templeton. Words Their Way is designed to teach students phonics, spelling,
and vocabulary through engaging, hands-on activities. This powerful approach to word study
teaches students to look closely at words to discover letters, vowel patterns, syllable structure
and spelling-meaning connections in the English language.
How does Words Their Way: Word Study in Action work?
The heart of word study is sorting or the process of grouping sounds and words into specific
categories. Word/picture sorting includes teacher-directed sorts as well as independent or
partner sorts. Students will sort their word cards or picture cards and make discoveries and
generalizations about the conventions of the English language. They will compare and contrast
word features and discover similarities and differences within the categories.
Parents are encouraged to support their students’ learning of word study by following the home
practice activities which can be found on the inside front cover of the student’s Word Study
Notebook. (A copy of this letter will be provided by your child’s teacher.) You can help your child
practice his or her weekly word study by sorting at home with them every night.
Our Cobb County School District found this program to best complement our Good Habits, Great
Readers reading/writing program based on the research, activities, and findings of the National
Reading Panel. We look forward to the positive impact it will have on our students’ reading and
writing.
What are our classroom rules?
We believe our class should show respect and responsibility.
What is the behavior management system?
Consequences
1. Warning (Aug. only)
2. Time Out – Mark in planner
3. Write note home at recess
4. Parent phone call/meeting
Can I send in a birthday treat?
You may provide a simple snack for your child’s birthday. Most parents provide cupcakes or
cookies.
I do not have a cutting tool at school, so please have your snack ready to serve. Napkins are
appreciated if you send something messy. We will enjoy these treats outside during our recess
time.
Please make it simple. Summer birthdays can be celebrated during May.
Invitations:
Please note East Side’s policy. Invitations to private parties may NOT be distributed at school. A
phone and address list will be shared so you may call or mail out invitations.
What about lunch?
Student lunches are $1.65 (this includes a milk). Additional milk or juice is $0.65. Adult lunches
are
$2.50. Lunches may be prepaid by weeks, months, semesters, or the year. You may pay for
lunches
at www.mealpay.com.
Have you ever seen a 3rd grader eat lunch? Most will start with the dessert and
play with the rest. If you are concerned with ensuring your child eat the healthy parts of their
lunch, you may want to let the cafeteria know you do not want money spent on the sweets and junk
foods.
Write a note stating so, and I’ll get it to our cafeteria manager.
**School policy: If your child is going to eat at school, they MUST have money. There are no
charges allowed anymore. If they do not have money, their lunch will consist of a cheese sandwich or
cheese sandwich.
Are snacks allowed?
Please send in a few healthy snacks (fruit, vegetables,
pretzels, crackers, healthy yogurt, healthy granola bar, etc.) for your child to have daily. Be
mindful of crumbly and messy foods. Please no sugary or chocolate snacks.
Your child is more than welcome to have a water bottle (no juice) on their desk. To prevent major
spills, I request that they only have a bottle with a spout. Bottles with twist off caps cause spills
and
will be sent home. Your child will be able to use the drinking fountain if they do not have an
appropriate water bottle. Please do not send bottles from the freezer. The water condensation
makes a big mess on students’ desks.
Can my child wear tennis shoes with wheels?
Tennis shoes with wheels are not to be worn. This is an East Side rule. The wheels must be
removed at
home!
What if we have a transportation change?
Please note that for safety reasons, I cannot send your child home a different way than is posted in
the classroom unless your child has a note stating the change. Please send a note in with your child
EACH TIME they have a change. They should put their note in the Notes From Home; basket on my
desk. E-Mail is not a good way to make this communication!
This is a school policy.
How do I place a Scholastic Book Order?
You will need to enter our class name and password at www.scholastic.com/parentordering.
Make your selections, pay with a credit card and I will send home the books when they arrive. Most
orders will come within 7-10 business days from the due date for the book order.
What does Reader's Workshop look like?
Mini Lesson: 15 Minutes
Each Reading Workshop session will begin with a mini lesson that lasts approximately 10-15
minutes. Each mini lesson will focus on a reading strategy. I will teach a few strategies of great
consequence in depth over time.
Activity Time/Independent Reading: 40 Minutes
Students might:
• read independently and practice and apply the skill from our mini-lesson.
• meet with Reading Partners-Partners set up meeting times to discuss a text that they have
chosen to read simultaneously
• write in Talk Back Notebooks to show their understanding of a strategy and respond to their
reading
The teacher might:
• meet with a small group for a lesson based on student needs
• conference with students to practice a reading strategy and/or to assess student progress.
Sharing: 15 Minutes
Students will be asked to show how they’ve applied the reading strategy.
During this time the class might:
• Meet as a whole group to refer back to the mini-lesson and think further
• Meet together to think about and respond to questions such as: What did you learn about
reading today? What did you learn about yourself as a reader?
• Meet in small groups to have a quick chat about how the reading is going
What reading comprehension strategies will be taught?
Connections
Children make personal connections with the text by using their schema (background
knowledge).
There are three main types of connections we make while reading text.
Text-to-Self (T-S) refers to connections made between the text and the reader's personal
experience.
Text-to-Text (T-T) refers to connections made between a text being read to a text that was
previously read.
Text-to-World (T-W) refers to connections made between a text being read and something that
occurs in the world.
Mental Images
Mental images or visualizing is when the reader creates an image in their mind from the text. It
is
like a movie unfolding in their mind as they read. These images help readers engage with text in
ways that make it personal and memorable. Readers build, revise and change their images as
they
continue to read.
Inferring
The reader uses what they know (schema) and what they read in the text to make a conclusion,
prediction, and form unique interpretations of text. Inferring is often referred to as “reading
between the lines.”
Inferring may include forming a best guess using evidence -- context clues, picture clues, etc.
and
finding meaning of unknown words
Determining Importance
People are bombarded daily with information. Knowing the purpose for reading helps determine
what’s important. This is used mainly with nonfiction reading. The reader has to determine the
difference between what they need to know and what is just interesting.
Questioning
Thoughtful readers ask themselves questions before, during, and after they read to help them
understand the text. They realize not all of their questions will be answered by the text.
Questions
help students clarify and deepen understanding of the text they are reading.
There are four key types of questions:
"Right there" questions (text explicit). These are literal questions where the answer is
in the text
itself. ?
"Think and search" questions (text implicit). The answer is implicit in the text but the
student must
synthesize, infer, or summarize to find the answer. Think and search questions tend to be more
open-ended without set answers.?
"Reader and author" questions (text implicit or experience-based). The answer needs
the reader to
combine his or her own experiences with what the text states, i.e., the knowledge presented by
the
author. ?
"On my own" questions (text implicit or experience-based). The reader needs to
generate the answer
from his or her prior knowledge. The reader may not need to read the text to answer, but the
answer
would certainly be shaped differently after reading the text.
Synthesis
Synthesis is like throwing a rock into a pond. First there is a splash, and then the water ripples
out,
making little waves that get bigger and bigger. Basically, you are putting all the strategies
together
and doing something with it. Your thinking evolves as you encounter new information, and the
meaning gets bigger and bigger. When you synthesize, your mind is changing, your ideas are
changing, and your thinking is changing.
Connections
Children make personal connections with the text by using their schema (background
knowledge).
There are three main types of connections we make while reading text.
Text-to-Self (T-S) refers to connections made between the text and the reader's personal
experience.
Text-to-Text (T-T) refers to connections made between a text being read to a text that was
previously read.
Text-to-World (T-W) refers to connections made between a text being read and something that
occurs in the world.
Mental Images
Mental images or visualizing is when the reader creates an image in their mind from the text. It
is
like a movie unfolding in their mind as they read. These images help readers engage with text in
ways that make it personal and memorable. Readers build, revise and change their images as
they
continue to read.
Inferring
The reader uses what they know (schema) and what they read in the text to make a conclusion,
prediction, and form unique interpretations of text. Inferring is often referred to as “reading
between the lines.”
Inferring may include forming a best guess using evidence -- context clues, picture clues, etc.
and
finding meaning of unknown words
Determining Importance
People are bombarded daily with information. Knowing the purpose for reading helps determine
what’s important. This is used mainly with nonfiction reading. The reader has to determine the
difference between what they need to know and what is just interesting.
Questioning
Thoughtful readers ask themselves questions before, during, and after they read to help them
understand the text. They realize not all of their questions will be answered by the text.
Questions
help students clarify and deepen understanding of the text they are reading.
There are four key types of questions:
"Right there" questions (text explicit). These are literal questions where the answer is
in the text
itself. ?
"Think and search" questions (text implicit). The answer is implicit in the text but the
student must
synthesize, infer, or summarize to find the answer. Think and search questions tend to be more
open-ended without set answers.?
"Reader and author" questions (text implicit or experience-based). The answer needs
the reader to
combine his or her own experiences with what the text states, i.e., the knowledge presented by
the
author. ?
"On my own" questions (text implicit or experience-based). The reader needs to
generate the answer
from his or her prior knowledge. The reader may not need to read the text to answer, but the
answer
would certainly be shaped differently after reading the text.
Synthesis
Synthesis is like throwing a rock into a pond. First there is a splash, and then the water ripples
out,
making little waves that get bigger and bigger. Basically, you are putting all the strategies
together
and doing something with it. Your thinking evolves as you encounter new information, and the
meaning gets bigger and bigger. When you synthesize, your mind is changing, your ideas are
changing, and your thinking is changing.
Connections
Children make personal connections with the text by using their schema (background
knowledge).
There are three main types of connections we make while reading text.
Text-to-Self (T-S) refers to connections made between the text and the reader's personal
experience.
Text-to-Text (T-T) refers to connections made between a text being read to a text that was
previously read.
Text-to-World (T-W) refers to connections made between a text being read and something that
occurs in the world.
Mental Images
Mental images or visualizing is when the reader creates an image in their mind from the text. It
is
like a movie unfolding in their mind as they read. These images help readers engage with text in
ways that make it personal and memorable. Readers build, revise and change their images as
they
continue to read.
Inferring
The reader uses what they know (schema) and what they read in the text to make a conclusion,
prediction, and form unique interpretations of text. Inferring is often referred to as “reading
between the lines.”
Inferring may include forming a best guess using evidence -- context clues, picture clues, etc.
and
finding meaning of unknown words
Determining Importance
People are bombarded daily with information. Knowing the purpose for reading helps determine
what’s important. This is used mainly with nonfiction reading. The reader has to determine the
difference between what they need to know and what is just interesting.
Questioning
Thoughtful readers ask themselves questions before, during, and after they read to help them
understand the text. They realize not all of their questions will be answered by the text.
Questions
help students clarify and deepen understanding of the text they are reading.
There are four key types of questions:
"Right there" questions (text explicit). These are literal questions where the answer is
in the text
itself. ?
"Think and search" questions (text implicit). The answer is implicit in the text but the
student must
synthesize, infer, or summarize to find the answer. Think and search questions tend to be more
open-ended without set answers.?
"Reader and author" questions (text implicit or experience-based). The answer needs
the reader to
combine his or her own experiences with what the text states, i.e., the knowledge presented by
the
author. ?
"On my own" questions (text implicit or experience-based). The reader needs to
generate the answer
from his or her prior knowledge. The reader may not need to read the text to answer, but the
answer
would certainly be shaped differently after reading the text.
Synthesis
Synthesis is like throwing a rock into a pond. First there is a splash, and then the water ripples
out,
making little waves that get bigger and bigger. Basically, you are putting all the strategies
together
and doing something with it. Your thinking evolves as you encounter new information, and the
meaning gets bigger and bigger. When you synthesize, your mind is changing, your ideas are
changing, and your thinking is changing.
Connections
Children make personal connections with the text by using their schema (background
knowledge).
There are three main types of connections we make while reading text.
Text-to-Self (T-S) refers to connections made between the text and the reader's personal
experience.
Text-to-Text (T-T) refers to connections made between a text being read to a text that was
previously read.
Text-to-World (T-W) refers to connections made between a text being read and something that
occurs in the world.
Mental Images
Mental images or visualizing is when the reader creates an image in their mind from the text. It
is
like a movie unfolding in their mind as they read. These images help readers engage with text in
ways that make it personal and memorable. Readers build, revise and change their images as
they
continue to read.
Inferring
The reader uses what they know (schema) and what they read in the text to make a conclusion,
prediction, and form unique interpretations of text. Inferring is often referred to as “reading
between the lines.”
Inferring may include forming a best guess using evidence -- context clues, picture clues, etc.
and
finding meaning of unknown words
Determining Importance
People are bombarded daily with information. Knowing the purpose for reading helps determine
what’s important. This is used mainly with nonfiction reading. The reader has to determine the
difference between what they need to know and what is just interesting.
Questioning
Thoughtful readers ask themselves questions before, during, and after they read to help them
understand the text. They realize not all of their questions will be answered by the text.
Questions
help students clarify and deepen understanding of the text they are reading.
There are four key types of questions:
"Right there" questions (text explicit). These are literal questions where the answer is
in the text
itself. ?
"Think and search" questions (text implicit). The answer is implicit in the text but the
student must
synthesize, infer, or summarize to find the answer. Think and search questions tend to be more
open-ended without set answers.?
"Reader and author" questions (text implicit or experience-based). The answer needs
the reader to
combine his or her own experiences with what the text states, i.e., the knowledge presented by
the
author. ?
"On my own" questions (text implicit or experience-based). The reader needs to
generate the answer
from his or her prior knowledge. The reader may not need to read the text to answer, but the
answer
would certainly be shaped differently after reading the text.
Synthesis
Synthesis is like throwing a rock into a pond. First there is a splash, and then the water ripples
out,
making little waves that get bigger and bigger. Basically, you are putting all the strategies
together
and doing something with it. Your thinking evolves as you encounter new information, and the
meaning gets bigger and bigger. When you synthesize, your mind is changing, your ideas are
changing, and your thinking is changing.
Connections
Children make personal connections with the text by using their schema (background
knowledge).
There are three main types of connections we make while reading text.
Text-to-Self (T-S) refers to connections made between the text and the reader's personal
experience.
Text-to-Text (T-T) refers to connections made between a text being read to a text that was
previously read.
Text-to-World (T-W) refers to connections made between a text being read and something that
occurs in the world.
Mental Images
Mental images or visualizing is when the reader creates an image in their mind from the text. It
is
like a movie unfolding in their mind as they read. These images help readers engage with text in
ways that make it personal and memorable. Readers build, revise and change their images as
they
continue to read.
Inferring
The reader uses what they know (schema) and what they read in the text to make a conclusion,
prediction, and form unique interpretations of text. Inferring is often referred to as “reading
between the lines.”
Inferring may include forming a best guess using evidence -- context clues, picture clues, etc.
and
finding meaning of unknown words
Determining Importance
People are bombarded daily with information. Knowing the purpose for reading helps determine
what’s important. This is used mainly with nonfiction reading. The reader has to determine the
difference between what they need to know and what is just interesting.
Questioning
Thoughtful readers ask themselves questions before, during, and after they read to help them
understand the text. They realize not all of their questions will be answered by the text.
Questions
help students clarify and deepen understanding of the text they are reading.
There are four key types of questions:
"Right there" questions (text explicit). These are literal questions where the answer is
in the text
itself. ?
"Think and search" questions (text implicit). The answer is implicit in the text but the
student must
synthesize, infer, or summarize to find the answer. Think and search questions tend to be more
open-ended without set answers.?
"Reader and author" questions (text implicit or experience-based). The answer needs
the reader to
combine his or her own experiences with what the text states, i.e., the knowledge presented by
the
author. ?
"On my own" questions (text implicit or experience-based). The reader needs to
generate the answer
from his or her prior knowledge. The reader may not need to read the text to answer, but the
answer
would certainly be shaped differently after reading the text.
Synthesis
Synthesis is like throwing a rock into a pond. First there is a splash, and then the water ripples
out,
making little waves that get bigger and bigger. Basically, you are putting all the strategies
together
and doing something with it. Your thinking evolves as you encounter new information, and the
meaning gets bigger and bigger. When you synthesize, your mind is changing, your ideas are
changing, and your thinking is changing.
Our new grading and reporting system
Grades 3-5
• Grade levels will work to create common summative assessments that will be used to
determine
a student’s grade. All other class work / homework are formative assessments; therefore, they
will
not “count” in determining the grade for the report card. Completion of formative assessments,
however, will be reflected in the Effort area of the report card.
• Formative assessments are designed to help students improve and are not used to determine
a
student’s performance level. They provide practice for students and are used to help guide
instruction for students. They are not used to determine the Performance Levels on the report
card.
“They are assessments for learning.”
• Summative assessments are designed to measure student achievement and are used to
determine performance levels. New evidence replaces old evidence when it is clear a student
knows
or can do something today that he could not do previously. Summative Assessments that are
given
at the end of a nine week period are also used to guide instruction for the upcoming nine weeks.
Skills are often spiraled throughout the yearly report card. “They are assessments of learning”.
• Summative Assessments will be marked with a stamp to communicate to parents that they
will
be used as part of the 9-week measure of performance on the report card.
Everything you wanted to know about planners
Each student is given a planner which is to be used daily to record homework, quizzes, tests and
other important information. Each student is EXPECTED and REQUIRED to fill it out daily, take it
home, have a parent/guardian sign it,and bring it back to school the next day. It is your child's
reponsibility to ask a parent to sign their planner.
Letters From Home
Each Friday your child will be writing you a letter about their week. At first they will use their best
print handwriting. As we learn more cursive, they will use that to show off their learning. You
are asked to write back to them over the weekend using cursive. This will help our kids learn to
read cursive!
What does the 3+ on our new report card mean?
Students scoring a 3+ have demonstrated an exceptional level of understanding and performance
on classroom assignments and assessments related to that standard of the report card. If a child
receives a 3+, that student has exceeded class requirements and has done so in a self directed
fashion. 3+ is designed to challenge students with exceptional ability to meet their maximum
potential.
Here are the descriptors of 3+:
*Student consistently demonstrates an exceptional level of understanding by incorporating and
transferring advanced skills and complex thinking into the grade level standards.
*Student is independent and self directed in extending the learning process
*Student consistently meets and exceeds assignment requirements
*OR student is consistently performing ABOVE grade level expectations
How are students assessed in Reading, Language Arts and Math?
Reading:
The DRA2 is the assessment tool of the 2009 Language Arts adoption. It provides teachers with
information that helps them determine each student’s independent reading level and identify
what the student needs to learn next.
DRA 2 is administered in the fall for new students and students having no DRA2 from the
previous spring. All students will be assessed in the spring.
When students have successfully reached levels identified in the table, further testing is not
necessary. The DRA2 provides an independent reading level. The rationale for capping the testing
level is that once the data indicates above grade level ability, the focus becomes instructional
rigor focusing on fluency, comprehension strategies, and writing
What is assessed?
1. Reading engagement
2. Oral reading fluency
3. Comprehension
Other tools available for use are: Retelling Rubric, Story Frame, Book Frame, Running Record,
Summary Rubric, Reading Log, Home Reading Record
Spelling
Words Their Way Program
Assessment made through Teacher observation, anecdotal notes, and Spell Checks.
The Spell Checks provided in each level of Words Their Way: Word Study in Action are a valuable
assessment tool. As children complete each series of skills, teachers administer the
corresponding Spell Check to determine what they have learned and what they do not
understand. These results are used to plan for individual or small group instruction.
Writing
Georgia Writing Assessments Rubrics
• Third-grade writing works will include informational, persuasive, narrative, and response-
to-literature pieces to be scored in isolation using state rubrics.
Grammar – county written tests
Math – county written Individual Math Inventory and Post Tests
What is Cobb County's attendance policy?
Dear Parents,
The Cobb County School District, as well as all other school districts in Georgia, is required to establish a district-wide attendance protocol that details the steps schools and staff will take to report, investigate, and prosecute student absenteeism. On August 10, 2011, the Board of Education adopted revisions to Administrative Rule JE (Student Absenteeism) that include important changes to the protocol. The administrative rule identifies new timelines and thresholds for contact with students, parents, and/or guardians. It is designed to address unexcused absences and promote regular school attendance – a vital part of a student’s academic and future work success.
Creating an early pattern of regular attendance establishes attitudes and habits that will carry over into adult work habits. Inconsistent attendance results in falling behind in class work making it difficult to catch up. It is unfair to the rest of the class when teachers have to backtrack for students who have missed class lessons. Your child’s success in school depends on having a solid educational background, one that can only be gained through regular school attendance.
Please see the chart below for a quick look at the revised attendance protocol.
Absence threshold
Old Policy
Absence threshold
New Policy
5 Total Absences
Teacher makes a phone call
3 UNEXCUSED
Teacher will make phone call
10 total absences
School sends letter
(unless student has known medical condition)
5 UNEXCUSED absences
School will use automated calling system to call parents and send letter
15 total absences
Student is referred to school social worker to address attendance
7 UNEXCUSED absences
School Social Worker referral (intervention on case as needed)
7 UNEXCUSED
absences
14-17 years old
Letter and phone call to parent that 3 additional unexcused absences will result in denial/suspension of driving privileges
**Excessive Absences (excused or unexcused): At the discretion of local school administration, students may be referred to the School Social Worker at any time it is deemed appropriate for excessive excused/unexcused absences. Previous years’ attendance records may be taken into consideration when making a referral.
The principal may ask for additional medical or other documentation to verify that absences are excused, particularly when more than three (3) absences have been accumulated during the semester.
The primary goal of the changes in the attendance policy is to address unexcused absences for students ages six to 15. Absences stemming from out-of-school suspensions, while concerning, shall not warrant a School Social Work referral unless deemed necessary by school administration.
Attendance Tips for Parents
When should I allow my student to miss school?
As a general rule of thumb, children should only be absent in cases of illness or emergency. Absences due to shopping trips, special vacations, etc. should be avoided, because they tend to minimize the value of school and education.
School staff members are eager to help you connect with your child’s school experience. You can help your child want to attend school regularly by working with teachers, counselors, and school administrators. Here are a few ideas:
Read your child’s school newsletter.
Schedule regular meetings with your child’s teachers.
Join the PTA, PTSA, or PTO at your child’s school.
Help your child schedule work and family obligations.
When possible, support your child’s extracurricular activities.
Student attendance improves when parents help their children prepare for school.
Talk with your child about his or her assignments.
Establish a specific time and place for homework to be completed.
Check homework for accuracy.
Help your child create a special folder for finished assignments.
Support your child’s education. School offers exceptional learning opportunities every day. Help your child be at school all day, every day!
Let children know that good attendance is important.
Show them that you are interested in their school activities and want them to do well in school.
Communicate with school staff.
Let them know in advance if your child is going to be absent or if you have concerns about your child’s attendance or school performance.
Observe the school schedule.
Plan family vacations during school recesses and schedule children’s doctor appointments after school hours whenever possible.
Establish a routine.
Make sure children have homework done, classroom materials together, and clothes laid out the night before school. Make sure they get enough sleep so that they are well-rested in the morning.
Praise your child when he or she exhibits good attendance and promptness.