News From Mrs. Graves

WOW!  Nearly 11,000 views on The Principal's Page!

Upcoming Events
Wednesday, May 1  School Tour, 9:00 am; 4th Gr Parent Meeting, 6:300 pm
Thursday, May 2  Barnes and Noble Book Fair w/Piano and Violin Performances, 4:30-8:00 pm
Friday, May 3  BoxTop Collection; PTO Meeting, 8:10 am
Saturday, May 4  Rockin' Roll Carnival, 10:00 am-2:00 pm

Monday, May 6 - Friday May 10  Stanford Testing (daily, check classroom testing schedule)
Thursday, May 9  SDMC Meeting, 3:30 pm

Monday, May 13 - Friday, May 17  Teacher Appreciation Week
Thursday, May 16  Arts in the Park, featuring 4th Gr Recorder Jamboree plus many more


What is IIM?
After nearly two full years of implementation, we are seeing remarkable improvement in students' ability to tackle research.  IIM, or Independent Investigation Method, is a child-friendly, research-based step-by-step process, used across the U.S. and internationally in schools to help children recognize and use the discrete steps for doing quality research, with equally strong products.  Last year we implemented IIM in every classroom from Kindergarten to 5th grade.  Each year students work together through a guided research process and in our upper grades, complete independent research in small groups or individually.  (You've probably heard about notefacts, that's Step 3.) 

Taken from the IIM parent curriculum, The Parent Guide to Raising Researchers, there are 7 steps within IIM:

1. Step 1 - TOPIC: Deciding What to Study.  Researchers record information they already know (facts) and what they want to learn (questions about a topic they have chosen of have been assigned.
2. Step 2 - GOAL SETTING: Making a Plan.  Before looking for information, researchers develop a time management plan, record questions to guide their study, and identify possible sources of information.
3. Step 3 - RESEARCH: Discovering Many New Facts.  Researchers use a variety of resources and strategies to gather and record information, focusing on the goals set in Step 2.
4. Step 4 - ORGANIZING: Putting it All Together.  Researchers organize new information into usable categories which help them analyze and interpret their findings for use in a paper or project.
5. Step 5 - GOAL EVALUATION: Checking on What Was Accomplished.  Using the goals set in Step 2, researchers check to see if they have fulfilled the assignment requirements and then evaluate the quality of their work completed during the first four steps.
6. Step 6 - PRODUCT: Creating Something to Show What Was Learned.  Researchers write reports and papers, and/or create a variety of projects to show what they have learner in their studies.
7. Step 7 - PRESENTATION: Sharing the New Knowledge.  Researchers present their new knowledge to an appropriate audience.

In an inquiry-based learning environment, it is critical that children begin by questioning, and know how to follow through the process to create strong products, whether it be through traditional reports, oral presentations, or unique products like the Living Inventor Museum next week that our 3rd graders will be presenting. As children become more confident with the research process through elementary school, we expect they will be fairly independent with it in middle and high school.


Why Mixed-Ability Grouping?
Occasionally parents ask me why we don't use ability grouping to create GT classes.  International Baccalaureate considers mixed-ability grouping to be a "best practice" for the Primary Years Programme.  The IB mission statement says "...encourage students across the world to become active, compassionate and life long learned who understand other people, with their differences, can also be right."   

Students develop that understanding about "people, with their differences" through interaction with people who have different gifts, beliefs and understandings about the world.  IB considers a variety of grouping strategies as a critical part of the learning environment.  An excerpt from The Primary Years Programme as a model of transdisciplinary learning states, "Mixed-ability grouping based on shared interest frequently supports collaborative learning during the transdisciplinary units of inquiry.  Regrouping provides opportunities to work with others who provide different skill sets and perspectives."

Also from The Primary Years Programme as a model of transdisciplinary learning, "Learning as a member of a group, while supporting the learning of others within the group, is a value embedded in the principles and practices of the PYP.  Learning is a social act that reflects the community in which it is taking place.  The community that the PYP promotes is defined in the IB mission statement, the IB learner profile, the PYP curriculum model with its transdisciplinary dimensions, and the PYP implementation standards and practices.  That community is supportive, not competitive, reflects a broad spectrum of society, not an elite cohort; is integrated, not stratified; and is committed to lifelong learning, not learning to address solely summative assessment outcomes.

IB suggests flexible grouping strategies within the mixed-ability classroom for specific activities and purposes will adequately address individual student needs.  "The major advantage of within-class flexible grouping is the temporary nature of groups, where students are assessed regularly for growth and regrouped based on that assessment. There should be opportunity for a range of groupings to ensure that all learners can be engaged in work that is meaningful for and appropriate to their specific learning needs..."

At Roberts we have a variety of flexible grouping strategies that help us match our instruction to your child's needs.  For example, instead of using the grade level reading basal (text book) that is too hard for some, and too easy for others, as the primary curriculum, teachers assess our students by listening to them read, paying close attention to miscues (errors), fluency (rate of reading) and comprehension.  Teachers can determine your child's independent reading level and instructional reading level to match children to "just right" books, and can target the specific skill areas with strategies for improving reading.  Your child may be working on using strategies for improving accuracy, or may be accurate at the current level, but may be working on developing strong fluency (rate, phrasing and intonation).  This allows students who are above level readers to receive instruction to develop strategies for comprehending more complex texts, while students who are still struggling to read on grade level are provided instruction to help them develop proficiency at their own level. 


Districtwide Survey: Your Voice
Opens Wednesday, May 1st
This week in the Tuesday folder you will receive an envelope with a survey addressed specifically to you.  Parents will receive one survey per school via the oldest child in the Tuesday folder.  You may complete the paper survey, or use the individual code on the paper survey to complete it online.  Please consider completing the survey at your earliest convenience.  We do not have access to the individual codes from your paper survey.

The purpose of the customer satisfaction survey is to better understand the needs of our schools and how we've progressed toward district goals.  Also, survey feedback is an important component of the Board's Monitoring System and district oversight reporting. 


School Survey
Have you responded yet to the school-based survey?  So far, 115 parents have given us their feedback.  Your opinion counts.  Take a few minutes to let me know what we are doing well and what we should be working on to improve.
https://www.surveymonkey.com/s/ZWSYN2D


Are you receiving the Tuesday Folder email blasts? 
Are you able to access parent content on the website after signing in?  If not, email our webmaster at information.services@robertselementary.org 

News From Mrs. Graves

Upcoming Events
Monday 4/22  Kindergarten Earth Day Fashion Show, 2 pm
Tuesday, 4/23  STAAR Testing, 3rd and 4th Gr Math
Wednesday, 4/24  STAAR Testing, 3rd and 4th Gr Reading, 5th Gr Science; +Talk IV: The Tween/Teen Brain: A +Oxymoron?, 7:00 pm St. Paul's School
Thursday, 4/25  IBPYP Art Show, 6:00 pm
Friday, 4/26  Camp Read A Lot; Father Daughter Dance, 6:00 pm (ticketed event, sold out)

Wednesday, 5/1  School Tour, 9:00 am
Thursday, 5/2 Barnes and Noble Book Fair w/Piano and Violin Performances, 4:30-8:00 pm
Friday, 5/3  Box Top Collection; PTO Meeting, 8:10 am
Saturday, 5/4  Carnival, 10:00 am - 2:00 pm


Roberts Elementary Earns "A", Ranked in Top 2%
Houston non-profit organization, Children at Risk, released 2013 school report cards.  Roberts Elementary moves from Number 25 to Number 13, out of 775 elementary schools in the eight-county greater Houston area, placing us in the top 2% of Houston area elementary schools.  Learn more about the weighted formula Children at Risk uses in the Houston Chronicle or on the Children at Risk website at www.childrenatrisk.org. 


So Many Opportunities to Give us Feedback...

Roberts School Effectiveness Survey (Open Now!)
As always, it is important I hear from you as we solidify plans for next year.  It is important that I hear from all parts of our school community.  Parents may go to https://www.surveymonkey.com/s/ZWSYN2D  to complete the Parent Survey.  Students will complete the online survey in ASL in early May.  This survey is our in-house opportunity to find out what we are doing well with, and what needs improvement. 

+Works Survey (Closes Soon)
Have you taken time to give your feedback on +Works and the impact on our work to improve understanding about bully behaviors and empower the upstander?  Copy and paste the link to complete the survey https://www.research.net/s/2013robertsparentguardian
Districtwide Survey (Opens May 1st)
The Houston Independent School District has commissioned a confidential, third-party, districtwide survey of students, parents, teachers, campus administrators, and community members to gather information on how we've progressed toward district goals, to better understand the needs of our schools, and to foster a culture of community engagement that will help guide future initiatives.

The Your Voice survey will be conducted May 1-20, 2013 for parents, teachers, campus administrators and community members.  Student surveys will start May 20 and end on May 31, 2012.  Parents and students will have the option of completing the survey online or on paper.

For more information on the Your Voice survey, go to www.houstonisd.org/YourVoice. 

News From Mrs. Graves

Upcoming Events
Monday, 4/15
Tuesday, 4/16  4th gr Parent Tour at Pershing
Wednesday, 4/17
Thursday, 4/18  Teacher Appreciation Lunch hosted by Kinder); SDMC Meeting
Friday, 4/19

Monday, 4/22
Tuesday, 4/23  STAAR Testing (3rd & 4th gr)
Wednesday, 4/24  STAAR Testing (3rd, 4th & 5th gr); +Talk IV: The Tween/Teen Brain
Thursday, 4/25  IBPYP Art Show at River Oaks Elementary, 6-8 pm
Friday, 4/26  Camp Read A-Lot; Father Daughter Dance (ticketed event)

Thursday, 5/2  Barnes & Noble Book Fair, 4:30-8:00 pm
Saturday, 5/4  Carnival


Library Updates
Each year we inventory the library collection and review the statistics that tell us about the collection.  After last year's inventory we had to begin planning for an update to our collection.  While we exceeded the criteria for Exemplary Program Development found in the Standards and Guidelines for Texas on number of books per student, our collection contained too many books that are out-of-date or never checked out. 

For many years our goal was to increase our collection size, so weeding was done in a very limited way.  Now, as our collection has grown it has also aged (average age 1995), and we are outgrowing our space.  We needed to weed to make space for new, more up-to-date books.  Weeding is a systematic process for removing books from the collection, specifically removing books with poor or out-of-date content (books about the internet published in 1990 don't contain current information), poor appearance (worn, dirty or yellowed) or materials that are unused.

This past weekend, HISD Library Services organized a group of librarians to come and assist us in weeding our collection.  The books that have been weeded fall into two categories: 

• Most books weeded from the shelves may be adequate for a child's home library, particularly in the event the child has limited access to books at home.  Later this week, we will invite Roberts students to take a book home that can become part of their own collection.  Books that are not taken by Roberts students will be delivered to Crespo Elementary, our partner school, for their students to take home for their collection.  
• Some books show signs of molding, they have either not been used in many years, or have fallen victim to leaking lunches in the backpack.  Those have been discarded and are not being sent home with children.

So, what are the next steps for our library?  We will be working with a library vendor to complete a full analysis of our current library collection.  They will learn about our needs, and will make recommendations to support an update to our collection.  We will also be exploring the feasibility of ebooks and a BYOD (bring your own device) program for the elementary library. 

We will begin ordering new books over the summer.  I have designated funds to support this upgrade, but will also be inviting our families to make a donation for just one book.  Watch for your chance to be part of this really important work for our school community.

**The work this weekend would not have been possible without the many hours parents volunteered to help.  Much thanks to Maureen Glancey, Kelly Wehrer, Kirsty McCormack, Niall McCormack, Ali Pilcher, Anjum Khan, Layla Unger, McNair Johnson, Qiao Xue, Natalie Smith, and Rachel Carleton.  (It was a long day...I hope I didn't forget anyone!!!)  Thank you!

Spotlight on IB:

Approaches to Teaching and Learning

excerpt from Toward a Continuum of International Education

For the sake of clarity the approaches to teaching and learning are described under three headings:

• learning how to learn  (last blog post)
• structured inquiry (last blog post)
• critical thinking  (this blog post)

In reality these categories overlap and describe complementary approaches.

The IB learner profile states that IB students strive to become "thinkers" by applying thinking skills critically and creatively to approach complex problems and make decisions.  To think critically is to be curious, to question, to connect, to search for alternative reasons or explanations, to challenge, to be able to stand back and take an objective view.  Students, therefore, must be taught the tools of critical thinking in appropriate contexts, as well as how to apply them rigorously.

To think critcally means students reflecting on, thinking about and analysing a text, argument or opinion so that they do not just accept what is stated but form their own judgment.  To think critically is to explore and understand the reasons for beliefs and their implications.  In our 21st century knowledge society we have never had so much information, in such a variety of forms and from such a range of sources.  It is therefore essential that students learn how to think critically so as to be able to:

• determine the validity and authenticity of what they read or hear
• questions attitudes and history behind what they read or hear
• develop the confidence and experience with which to form an opinion.

It is also essential that IB students have the opportunity to engage with subject matter that is relevant, provocative, challenging and signficant and with which they can employ their critical-thinking skills to the full.

Reminder...Make Plans to Attend!
+Talk IV: The Tween/Teen Brain
Wednesday, 4/24, St. Paul's School


Have a great week!

News From Mrs. Graves

Upcoming Events
Monday, 4/8
Tuesday, 4/9  5th Grade Class Picture (wear 5th gr t-shirt); Kids Care Shoe Drive begins
Wednesday, 4/10  Prospective Parent Tour, 9:00 am
Thursday, 4/11
Friday, 4/12  Rice Baseball Bash, 6:30 pm (order tickets in advance)
Monday, 4/15
Tuesday, 4/16  Pershing MS Tour for 4th gr Parents
Wednesday, 4/17  Name That Book Competition
Thursday, 4/18  SDMC Meeting, 3:30 pm
Friday, 4/19

Need details on calendar events?  Check the Roberts website at www.robertselementary.org


Many Thanks!
WOW!  BIGGEST COMMUNITY NIGHT EVER!  Many thanks to Esther and John Pastore and all the extra hands that made Saturday night such a huge success!  Our community really came together, with the greatest turn out in community night history.  It was wonderful seeing everyone there!

Lunchtime at Roberts

I have heard recently that there may be confusion about our lunch policies.  We have not changed any of our policies about parents having lunch with their children.  You are welcome to join your child for lunch.  You will need to check-in at reception and get a visitors badge.  You will meet your child in the Cafe, and we ask that you get a folding chair to sit next to your child.  When its time, please say goodbye to your child in the Cafe so that the classroom routines are not disrupted.

If you are bringing lunch to your child but don't intend to stay, you may leave the lunch at reception, or you may come when your child is going to lunch and may take the lunch to the Cafe.  Please let your child know if you are leaving lunch at reception so they pick it up on the way to lunch.  

Communication Expectations

It is important to us that when you have questions or concerns we are prompt in responding.  HISD and Roberts uses a 48-hour communication policy.  When you email your child's teacher, you should get a response within 48 school day hours.  In other words, if you email on Monday, you should get a response no later than Wednesday.  If you email on Friday, you should get a response no later than Tuesday. 

If you find that you have not received a response within the allotted time, please send the email again, but also include me on the email (rgraves1@houstonisd.org).  I will follow up with the teacher to ensure you get a response. 

Rarely, parents may feel like the answer they have received from a teacher isn't just right, and need another opinion or additional support.  The school administration is on hand to assist in those situations.  Please feel free to email me if you are not able to solve a challenging situation with your child's teacher.

Spotlight on IB:

Approaches to Teaching and Learning

excerpt from Toward a Continuum of International Education

 

For the sake of clarity the approaches to teaching and learning are described under three headings:

• learning how to learn  (last blog post)
• structured inquiry (this blog post)
• critical thinking  (more on this in upcoming post)

In reality these categories overlap and describe complementary approaches.

Structured Inquiry

The IB learner profile states that IB learners strive to be "inquirers", describing the process as developing natural curiosity together with the skills needed to enable them to become autonomous lifelong learners.  Inquiry involves an active engagement with the social and physical environment in an effort to make sense of the world, and consequent reflection on the connections between the experiences encountered and the information gathered.  Inquiry involves synthesis, analysis and manipulation of knowledge.  Structured inquiry describes the strategies and supports that teachers use to facilitate student inquiry that is purposeful and production. 

Depending on the context, students are expected to explore significant issues by formulating their own questions or seeking answers to prescribed ones.  All three programmes (PYP, MYP, DP) expect students, in an age-appropriate way, to be able to:

• design their own inquiries
• assess the various means available to support their inquiries
• proceed with research, experimentation, observation and analysis that will help them in finding their own responses to the issues and in solving problems.

The starting point is students' current understanding, and the goal the active construction of meaning by building connections between that understanding to a new and deeper level of understanding.  This often involves many of the following activities:

• speculating, exploring, questioning
• making connections between previous learning and current learning
• researching
• developing and testing theories
• collecting data, reporting findings and constructing explanations
• clarifying existing ideas and reappraising perceptions of events
• identifying assumptions
• taking and defending a position
• solving problems in a variety of ways
• analysing and evaluating
• considering alternative explanations

The approach to inquiry between the programmes shifts from a transdisciplinary model (content areas integrated) in the PYP to a more disciplinary approach (emphasis on content areas in isolation) in the MYP and DP.  Students must be taught the skills, strategies and knowledge needed to be effective inquirers, in developmentally age-apropriate ways, throughout the continuum. 

Intent to Return
By now you should have received your child's intent to return.  Please help us plan for next year by returning it with a current electric bill. 

+Works Parent Survey
Each year we want to evaluate the effectiveness of our work in a variety of areas.  We contracted with +Works last year to help us develop a community-wide approach to reducing bully-type behaviors.  Part of their work is to help us gather information and develop priorities for our school improvement plan.

Last year many of you took time to give us feedback on our work toward reducing and eliminating bully behaviors by encouraging students to be upstanders.  Students in grades 3-5 will be completing our annual +Works survey at school this week.  Please take some time to give us feedback on the work we've done this year and the effects of that work.    https://www.research.net/s/2013robertsparentguardian
Let me remind you about some things that took place this year as part of our work:

• Two week IB planner to set classroom culture at the beginning of the year
• Implementation of the Bullydozers Student Coalition to identify and impact areas of concern
• Identification of hot spots for bullying, shared with teachers for better monitoring in bathrooms and recess
• Peace rally and bullydozer pledge
• Designation of peace bench at recess

Have a great week!

News From Mrs. Graves

Upcoming Events
Monday, 4/1
Tuesday, 4/2  STAAR Administration, 4th and 5th grade
Wednesday, 4/3  STAAR Administration, 4th and 5th grade
Thursday, 4/4
Friday, 4/5  PTO Meeting, 8:10 a.m.
Saturday, 4/6  Spring Community Night, movie begins at dusk
Monday, 4/8
Tuesday, 4/9  5th Grade Class Picture
Wednesday, 4/10  School Tour, 9:00 a.m.
Thursday, 4/11
Friday, 4/12  Rice Baseball Bash, 6:30 p.m. (purchase tickets in advance)


STAAR Testing
4th and 5th graders will take STAAR exams this week on Tuesday and Wednesday.  Because of the various small groups, all offices and the library will be used for test administration.  Volunteers and visitors to campus will be limited while students are testing. 

Tuesday folder volunteers will receive an email when the folder contents are ready.  Please do not come to campus until you receive that email.  If you need someone to stuff folders for your class, please call the school and leave a message with the receptionist.

New Website
By now you should have received an email with information about logging in to the new website and changing your temporary password.  If you did not receive an email with your log in credentials, email our webmaster at information.services@robertselementary.org

So on to the next step!  Have you found your teacher's blog yet?  Here's how:

• Log in at www.robertselementary.org
• Choose the Parent tab
• Use the links along the left side of the page to access the Directory
• Search for your child's teacher
• You will find the teacher's email address and blog address on the teacher page.

Spotlight on IB:
Approaches Teaching and Learning
excerpt from Toward a Continuum of International Education

For the sake of clarity the approaches to teaching and learning are described under three headings:

• learning how to learn 
• structured inquiry (more on this an upcoming post)
• critical thinking  (more on this an upcoming post)

In reality these categories overlap and describe complementary approaches.

Learning How to Learn
Learning how to learn requires that students realistically evaluate and self-regulate their performance. 

Effective learners monitor what they are doing and produce effective responses because they are self-aware and have a realistic appreciation of, and control over, their own learning process.  They do not simply acquire more skills and knowledge.

Metacognition is a term used to refer to the reflective thinking strategies, attitudes and other competencies used to monitor and control learning.  The concept can be further divided into two categories, but both are required for effective practice:

• metacognitive knowledge - knowledge learners have about themselves and how they learn best
• metacognitive performance-the ability to use self-knowledge to improve performance.

In an effective learning environment metacognitive knowledge and performance can be nurtured rather than taught.  At a young age all students cannot help but develop metacognitive understanding since "being human" is characterized by self-awareness and the need to learn and make decisions.  One central challenge of education is the development of a positive and realistic self-understanding that helps learners to effectively make judgments and solve problems.  Nurturing metacognitive knowledge and performance means providing a learning environment and teaching practices that require students to constantly plan, reflect, monitor and check their work and to self-evaluate.

Learners manage their thought processes in different ways.  No two learners are identical.  Students have individual learning styles, preferred ways of using their abilities.  Students' learning styles can also vary from one learning context to another.  This makes it difficult to teach learning or study skills to students out of context or to teach one method as appropriate for all.  While students can be taught strategies that might help them with metacognitive tasks they must lean to apply these themselves and be exposed to a number of approaches.  Teaching students how they learn best must be an integral part of the curriculum and not considered as a separate task.

News From Mrs. Graves

Upcoming Events
Thursday, 3/28  Teacher Appreciation Luncheon, hosted by 1st grade
Friday, 3/29  Spring Holiday
Tuesday, 4/2  Report Cards go home; STAAR 4th & 5th
Wednesday, 4/3  STAAR 4th & 5th
Friday, 4/5  PTO Meeting, 8:10 a.m.
Saturday, 4/6  Spring Community Night

New Website
Our new website will go live this week!  On Wednesday morning you will receive an email with the web address and your log in credentials.  You will be given a temporary password.  You should log in and change the password at your earliest convenience. 

You will notice that the Parents tab has a great deal of information available to you after you log in, but that information is not available to the general public.  To reach your child's classroom blog, you will use the Staff Directory to search for your child's teacher.  The blog link associated with each classroom is on the teacher's directory page.

If you don't receive an email on Wednesday, you should email our webmaster at  information.services@robertselementary.org to ensure we have your accurate email address.

IB Self-Study Parent Survey
Thank you to those of you who took time to complete our short survey earlier this month.  We are able to use your responses to help us evaluate our work, but also to help us in identifying the components of our 3-year plan.  There were some common themes that you may want to know about:

• parents generally understand the IB Learner Profile and IB Attitudes;
• parents appreciate the inquiry-based, collaborative approach to learning;
• parents aren't as familiar with the structure and philosophy that drive an IB academic program;
• parents are happy with the education their child is receiving at Roberts; and
• parents value the Roberts community.

One critical element of an IB program is the use of the Action Cycle.  Choose. Act. Reflect.  There was one comment that warmed the hearts of the faculty and I think it will warm your heart too.  This IB learner is fully engaged in the action cycle.

Our dog recently died. My 1st grade daughter's response was to make a book with photos and pictures she has drawn and short memories of our dog, and she also wanted to make T-shirts that said "Remember Hassan." She wanted very much to "do" something about our situation. I think she has been very influenced by the IB culture as practiced at Roberts, where students are always learning about the world as a global village, and discovering that they have an active part in it. My kids understand that their actions have an impact, and that they can have a positive affect, a negative affect, or do nothing. I think this is such an important component of education: that instead of keeping the bigger picture and the reason for all this learning to ourselves, we are daily involving the students in it, and guiding them as they learn how to process their own emotions and responses to the world around them.

 

Testing Calendar
April 2-3 4th grade STAAR Writing
April 2-3 5th grade STAAR Math/Reading
April 23-24 3rd & 4th grade STAAR Math/Reading
April 24 5th grade STAAR Science
May 6-10 Stanford (1st - 5th)

News From Mrs. Graves

Upcoming Events
Monday, 3/18
Tuesday, 3/19
Wednesday, 3/20
Thursday, 3/21 Kinder and 1st gr field trip; Teacher Appreciation Lunch hosted by 1st grade; SDMC, 3:30
Friday, 3/22 End of the grading cycle; KNO
Friday, 3/29  Spring Holiday

Testing Calendar
April 2-3 4th grade STAAR Writing
April 2-3 5th grade STAAR Math/Reading
April 23-24 3rd & 4th grade STAAR Math/Reading
April 24 5th grade STAAR Science
May 6-10 Stanford (1st - 5th)

New Website!
Currently we are in the process of moving to a new website.  The new website will be online and available to you next week.  Unfortunately, our existing website is down.  Next week you will receive an email with your ID and a temporary password.  Please help us make this transition smooth by ensuring you are able to log in, and then change your password to something that works for you. 

This week all notices will be provided on paper in the Tuesday folder.  In the meantime, if you need information, please feel free to reach out to your teacher via email.  And, as always, our receptionists stand ready to help you with anything you may need.

Language Learning
Over the past few weeks we have been evaluating the effectiveness of our Spanish language program.  Each grade level has designated a teacher to serve on the implementation review team.  We have reviewed all IB documents that discuss Language B instruction, and I have reviewed your feedback from the recent IB parent survey.  The requirement for Language B instruction by IB is exposure and appreciation of another language, but does not suggest that fluency is the goal for the Primary Years Programme. 

The team agrees that students need more time in the online environment to support language development, along with activities that can aid in cementing their learning.  Recognizing there is little, if any, extra time during the school day, the team has developed an instructional model to support language learning.  Students in grades 2-5 will access the online learning environment for 45 minutes each week and anchor that learning with a follow-up activity in class, as well as access the online learning enviroment atleast once each week at home. (Grade 2 students will have an option of home assignments.) Students will bring home instructions on Monday that give directions for using a laptop, desktop or ipad.  If your child does not have access to a computer or ipad at home to complete this assignment each week, please contact your child's teacher.

Please remember that the online learning environment is designed for students to work at their own pace.  As I review the usage reports, I am amazed by the progress so many of our students have made this year.  Many of our students are accessing the learning environment at home and during their own time, and are showing great progress in the curriculum. 


 

News From Mrs. Graves

Message of Thanks
As we leave for Spring Break I wanted to take a moment to give thanks for the many contributions from parents and teachers that together have created so many wonderful opportunities for your children this school year.  Together we have organized opportunities to learn together and play together. 

Meet the Teacher.  Kinder Play Date.  Curriculum Night.  World Wide Day of Play.           +Works Parent Talk I: School Connections.  Parent Math Night.  PADRES Family Camp Out.  Middle School Information Night.  International Festival.  Field Day.  Election Day Bake Sale.  Family Urban Hike to Rocket Fizz.  Magnet Awareness Week.  Community Yard Sale.  Fall Book Fair.  Fall Community Night.   +Works Talk II: Social Connections.  3rd Gr Holiday Program.  Exhibition.  5th Grade to Camp.  Bullydozer Rally for Peace. Valentine Parties.  Share Your Love Sock Drive.  Neighborhood Recruitment Open House and Play Date.  Auction.  Kinder Snow Day.  +Works Talk III: Cyber Connections. 4th Grade to Austin.  March Forth For Peace Celebration of the Arts.  Kids Night Out. Monthly Teacher Appreciation Luncheons.  And so much more to come...

Of the many events that support Roberts, the school auction has traditionally been a significant event in fundraising to provide teacher training, technology and materials for classrooms.  This year was incredibly successful because of the dedication of our three chairpersons and the multitude of volunteers.  Please join me in thanking Paula Zurcher, Lara Frazier and Sherry Walsh for their leadership and dedication.  The funds raised at our Auction will go to improving instruction and opportunities for your child.

As you rejuvenate over Spring Break, please take pride in the role you play in making Roberts the extraordinary school it is everyday for your child.  It is the incredible partnership between school and home, between teachers, administration and parents that make this possible.  Thank you for partnering with us in our mission to provide a wonderful experience for your child. 

Happy Spring Break!

News From Mrs. Graves

Upcoming Events

Wednesday, 2/20  Early Dismissal, 12:30 pm

Thursday, 2/21  Neighborhood Recruitment Tour, 9:30 am; Teacher Appreciation Luncheon (hosted by 2^nd gr); SDMC Meeting
Friday, 2/22  Box Top Collection; Go Texan Day

Saturday, 2/23  Roberts Auction

Wednesday, 2/27 Parent Information Meeting: Understanding STAAR Performance Requirements, 6:30 pm

Thursday, 2/28  4^th gr Austin Trip

Friday, 3/1  PTO Meeting, 8:10 am

Tuesday, 3/5  Spring Picture Day (class & individual)

Friday, 3/8  No After School Activities; Lost & Found Clean-out

March 9-17  SPRING BREAK

Monday, 3/18 Students Return

Spotlight on IB:
What is the Primary Years Programme?

(excerpt from www.ibo.org/pyp/)

The PYP is designed for students aged 3 to 12.  It focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside.  It is a framework guided by six transdisciplinary themes of global significance, explored using knowledge and skills derived from six subjects areas, as well as interdisciplinary skills, with a powerful emphasis on inquiry.

The PYP is flexible enough to accommodate the demands of most national or local curriculum and provides the best preparation for students to engage in the IB Middle Years Programme.

The IB Primary Years Programme:

• addresses students' academic, social and emotional well-being
• encourages students to develop independence and to take responsibility for their own learning
• supports students' efforts to gain understanding of the world and to function comfortably within it
• helps students establish personal values as a foundation upon which international-mindedness will develop and flourish.

What is so special about IB programmes?

• IB programmes are recognized around the world and ensure an increased adaptability and mobility for students.
• The curriculum and pedagogy of IB programmes focus on international perspectives of learning and teaching, while insisting that students fully explore their home culture and language.
• IB World Schools must undergo an exhaustive authorization process in order to offer one or more of the programmes, which includes a student of the school's resources and commitment to the IB mission and philosophy.
• IB teachers participate in a wide variety of professional development opportunities to constantly update their knowledge and share their expertise with colleagues around the world.
• Many students graduating from the Diploma Programme find that in enhances their opportunities at tertiary institutions.  The IB works closely with universities around the world to gain recognition for IB programmes.
• The core components of IB programmes encourage students to participate in creative and service-oriented activities, while at the same time emphasizing the importance of reflection on a personal and academic level.

IB Parent Survey - Deadline Friday, 2/22
Please take a moment to share your thoughts about the Roberts IB Primary Years Programme.  This 4-question survey is critical to our self-study process as we prepare for evaluation by IB.  https://www.surveymonkey.com/s/6G269MQ

News From Mrs. Graves

Upcoming Events

Tuesday, 2,12  Visitor Pre-Registration Deadline (see below for more information)

Wednesday, 2/13  Neighborhood Recruitment Tour, 9:30 am

Thursday, 2/14  Class Valentine Parties

Friday, 2/15  Auction Class Project Preview

Saturday, 2/16  Neighborhood Recruitment Open House and Play Date, 9-11 am

Wednesday, 2/20  Early Dismissal, 12:30 pm

Thursday, 2/21  Neighborhood Recruitment Tour, 9:30 am; Teacher Appreciation Luncheon (hosted by 2^nd gr); SDMC Meeting

Saturday, 2/23  Roberts Auction

Wednesday, 2/27 Parent Information Meeting: Understanding STAAR Performance Requirements, 6:30 pm

Thursday, 2/28  4^th gr Austin Trip

Friday, 3/1  PTO Meeting, 8:10 am

Tuesday, 3/5  Spring Picture Day (class & individual)

Thursday, 3/7  1^st gr Performance, 6:30 pm

Friday, 3/8  No After School Activities; Lost & Found Clean-out

 March 9-17  SPRING BREAK

Monday, 3/18 Students Return

Pre-Register Process for Visitors

To alleviate the long lines for visitors checking in for special events, we have implemented a process for pre-registration.  If you plan to attend class valentine parties (and have already visited the school this year and had your license scanned), please email your class room parent no later than Tuesday, 2/12 with that information.  The room parent will provide a list to the Reception office and we will have a badge waiting for you when you arrive.  We will create two check-in lines, so that parents who register in advance will not have to wait for the receptionist to run the driver’s license of visitors who have not pre-registered.

IB Self-Study Parent Survey

This year the Roberts community is engaging in a self-study to evaluate our IB Primary Years Programme.  A very important voice in that process is your voice!  We ask that all families complete the short online survey no later than Friday, February 22, 2013.  You may find the survey at https://www.surveymonkey.com/s/6G269MQ

Dropping Off Items at Reception

As many of you are aware, when you need to bring something to school that your child has forgotten at home, we are keeping that at Reception for your child to retrieve.  Most days this does not present an issue for us, but it does become a safety net your child will rely on, even when they shouldn’t.  I would encourage you to help your child develop strong routines for packing up their things at night so that the mornings are less hectic.  Children who develop self-reliance and habits of organization, will be more successful in later years.

Lunches are sometimes a challenge.  When you drop off a lunch, the receptionist emails your child’s teacher.  My expectation for our classrooms is that teachers are busy working with children, and that they are not using instructional time to read or send emails.  We have had a few occasions where the child is not aware a lunch is being delivered, and the teacher has not read the email.  Please make every effort to send everything your child needs for the day with them in the morning.  In the unusual instance that you can’t send the lunch with your child, please make sure they know to pick it up at reception on their way to lunch. 

What is the +Peace Bench?

The +Peace Bench is a recent addition to our playground.  The +Peace Bench is a place where a child can go if they are feeling excluded, or don’t have anyone to play with.  When other children notice someone on the +Peace Bench, they are challenged to invite that child to play.  I will be watching for children who act as upstanders, and say “no!” to exclusionary behaviors.  Ask your child about the +Peace Bench.

STAAR Scores

Current 4^th and 5^th grade parents will be receiving score reports from STAAR exams administered during the 2011-12 school year.  These reports will help you understand your child’s performance on the more rigorous assessment administered last year.  The State has provided us with some clarity about performance expectations on this more rigorous exam.  Students will fall into one of three performance areas for each test, Level I: Unsatisfactory, Level II: Satisfactory or Level III: Advanced.  You can learn more about how STAAR will be scored during the Phase-In process over the next two years by attending our Parent Information Meeting: Understanding STAAR Performance Requirements on Wednesday, February 27, 2013 at 6:30 pm.

SAT10 Scores for Kinder

Current Kinder students will be receiving Stanford Achievement Test (SAT-10) score reports in the Tuesday folder.  These tests were administered during the Fall semester and give us a baseline score for your child.  The SAT-10 gives us a comparative look at your child’s academic performance level and that of other children across the nation in the same grade level.  The SAT-10 is designed with stretch, meaning the test includes prerequisite skills for Kindergarten, as well as items that test skills more traditionally taught in the grade level above.  The letter included with your score report will give you information on how to read the report, but a good place to start is by looking at the column labeled PR-S.  This column will tell you your child’s percentile rank and stanine.  A percentile rank of 50 is considered average, or typical for this test.  You may use the stanine to help you determine performance in broader bands.  Stanines 1, 2 and 3 represent performance that is below average.  Stanines 4, 5 and 6 are in the average range.  Stanines 7, 8 and 9 are above average performance.  Be cautious about use GE (grade equivalence).  This information is often misunderstood.  A kindergarten student with a grade equivalence of 3.2 on the reading subtest, does not suggest the student is performing at the 3^rd grade 2^nd month level, but instead suggests the student made the same score as a 3^rd grader would on the kindergarten reading test. 

Ms. Rivers’ Reading Blog

Want to learn more about supporting your child as they develop as lifelong readers?  Ms. River’s our Reading Specialist has created a blog and will provide information to help you help your child.

http://carivers.blogspot.com/

News From Mrs. Graves

Upcoming Events
Thursday, 1/24  +Refresher for Parents, 2:00 pm; Bullydozer Rally 2:30 pm
Tuesday, 1/29  NAEP Testing, Select 4th Graders
Wednesday, 1/30  Early Dismissal, 12:30 pm
Friday, 2/1  PTO Meeting, 8:10 am; KNO 6-10 pm
Tuesday, 2/5  NTB Competitive Team Qualifier Test, 7:20 am; Neighborhood Recruitment Tour, 9:30 am
Wednesday, 2/6   5th Grade head to Camp
Friday, 2/8  5th Grade returns; BoxTop Collection; Kinder Snow Day
Wednesday, 2/13  Neighborhood Recruitment Tour, 9:30 am
Thursday, 2/14  Class Valentine Parties
Saturday, 2/16  Neighborhood Recruitment Open House and Play Date, 9-11 am
Wednesday, 2/20  Early Dismissal, 12:30 pm
Thursday, 2/21  Neighborhood Recruitment Tour, 9:30am
Saturday, 2/23  Roberts Auction


+Refresher for Parents
Join us Thursday, January 24th at 2:00 pm in the Cafe to learn more about +Works.  Here from co-founder Sarah Fisher about her vision, and how that work is impacted the culture of Roberts Elementary.  Find out how you can be a part of that work and pick up your copy of the +Parenting Handbook.  Then stick around to be part of our community-wide Bullydozer Rally for Peace.

Neighborhood Recruitment

Its that time of year!  We need to work together to reach out to neighborhood families with young children and invite them to learn about Roberts Elementary!  We have several events on the calendar, specially designed for our neighbors to learn more about the fantastic academic program we have to offer.  You can help us by talking with your neighbors and getting the word our about our upcoming events.

Why Go Anywhere Else? Tours @ 9:30 a.m.

Tuesday, 2/5 

Wednesday, 2/13 

Thursday, 2/21 

Neighborhood Recruitment Open House and Play Date

Saturday, February 16th, 9-11 a.m.

Kinder Pre-Registration, February 5-March 1, 2012
Call for an appointment, 713-295-5272
Pick up the enrollment packet or find it online at www.robertselementary.org


ASPIRE Awards

ASPIRE is an acronym for the District initiative to not just improve achievement, but to make a commitment to grow every child each year.   Under ASPIRE, each school receives information about the average growth of our students in comparison to other HISD campuses.  The District uses this growth data to identify teachers who are producing exceptional gains for students.  

For several years the District has funded awards with grant money for top ranked teachers who produced exception results under this statistical formula.  Awards for growth from the 2011-12 school year will be paid out this week.  The criteria for the payout is different this year, and is being awarded to only the top quintile, rather than the top 50%.  The model used to calculate the awards varies by grade level and by job category.  Many of our teachers will be receiving some form of award. 

Because teachers are paid with public funds, the local media may request the amount paid and may publish that information.    I imagine you can appreciate that while it is public information, our salary and bonus pay is very private to us.  The teachers and I are focused on the work of teaching and learning, and cannot be distracted by the award.  If you have questions or concerns about ASPIRE awards, please feel free to send me an inquiry email.

Spotlight on IB

What are Key Concepts?

excerpt from Making the PYP Happen

Central to the philosophy of the PYP is the principle that purposeful, structured inquiry is a powerful vehicle for learning that promotes meaning and understanding, and challenges students to engage with significant ideas.  Hence in the PYP there is also a commitment to a concept-driven curriculum as a means of supporting that inquiry. 

Which concepts were chosen and why?

A set of eight concepts was drawn up, each of which, it is felt, is of major importance in the design of a transdisciplinary curriculum.  These concepts are:

• form - the understanding that everything has a form with recognizable features that can be observed, identified, described and categorized.
• function - the understanding that everything has a purpose, a role or a way of behaving that can be investigated.
• causation - the understanding that things do not just happen, that there are causal relationships at work, and that actions have consequences.
• change - the understanding that change is the process of movement from one state to another.  It is universal and inevitable.
• connection - the understanding that we live in a world of interacting systems in which actions of any individual element affect others.
• perspective - the understanding that knowledge is moderated by perspectives; different perspectives lead to different interpretations, understandings and findings; perspectives may be individual, group, cultural or disciplinary.
• responsibility - the understanding that people make choices based on their understandings, and the actions they take as a result do make a difference.
• reflection - the understanding that there are different ways of knowing, and that it is important to reflect on our conclusions, to consider our methods of reasoning, and the quality and the reliability of the evidence we have considered.

  

News from Mrs. Graves

Happy New Year!  Welcome back!

Upcoming Events
Tuesday, 1/8  Students return for spring semester
Friday, 1/11  PTO Meeting, 8:10 a.m. Cafe
Friday, 1/11   HISD Magnet Application Deadline
Tuesday, 1/15  Report Cards go home
Wednesday, 1/16  Schoolwide Spelling Bee, 8:15 a.m.
Thursday, 1/17  Teacher Appreciation Luncheon Hosted by 3rd gr
Thursday, 1/17  SDMC Meeting, 3:30 p.m.

Magnet Application Deadline
This may be an important deadline for you!  Please remember that only students who live in the Roberts school zone, or those with an approved magnet transfer will be able to return to Roberts next year.  If you have moved and no longer live in the Roberts school zone, or are attending Roberts on any type of transfer other than a Magnet Transfer, you must complete a Magnet Application prior to the Friday deadline for an opportunity to return to Roberts for the 2013-14 school year.  While we cannot guarantee the offer of a magnet transfer, we will evaluate enrollment projections and will give priority to applicants who are currently attending Roberts.  If you are not sure if you need to submit a magnet transfer, you may contact Ms. Ballard at jballard@houstonisd.org. 

Perfect Attendance
Next week we will be honoring students with perfect attendance for the Fall semester with a commendation letter in the Tuesday folder.  Students will also be receiving a gift card for a free milk shake from our local business partner, Jerry Built Burgers.  This is being sent through the Tuesday folder to give you the option of how or if it is used by your child.  We thank Jerry Built for providing us with the perfect attendance reward cards, and their continued support of Roberts Elementary.

News From Mrs. Graves

Upcoming Events
Monday, 12/17  3rd Gr Field Trip
Tuesday, 12/18  Community Exhibition Presentation, 6:30 p.m.
Wednesday, 12/19  School Exhibition Presentation
Thursday, 12/20  +Bullydozers Student Coalition Meeting, 11:50
Friday, 12/21  Class Holiday Parties, afternoon; No After School Activities

Tuesday, 1/8  Students Return to School


Response to Connecticut School Shooting
I have heard from many of you over the weekend.  I am very much aware that many of you have spoken with your children about the events, and that some of you have tried to shield your children from the news.  Please know that we are very sensitive to the fact that children will respond differently, and for some it will be sad and confusing, and for others it may be very frightening.

I have asked the teachers to avoid as much as possible whole class discussions of the events.  If a child brings up the shooting, teachers will direct a short discussion to assure students they are safe at school.  If they notice children struggling to make sense of the events, and feel they need to talk, Ms. Hopkins and I will be available to talk one-on-one with children.  We will contact you if we believe your child needs more support.

Some parents have asked about our safety plans at Roberts.  Safety is our first priority.  Over the past few years we have worked to make Roberts a little safer by creating only one accessible entrance, monitored all day by our reception office.  We also have protocols for responding to emergency situations, including an intruder response protocol, or lockdown.  Our teachers are trained to respond in such an event, and know how to protect your children.  As we learn more about the events in Newtown, our campus safety committee with review our procedures and make any necessary changes.

You may need support over these next few weeks to help your child.  We are posting links on the Roberts website that may be helpful to you.  Please do not hesitate to reach out to me or Ms. Hopkins.

News From Mrs. Graves

Upcoming Events
Thursday, 12/13  Spelling Pre-Bee, gr 3-5, 7:20 a.m.; SDMC 3:30 pm; 3rd gr Holiday Program, 6:30 pm
Friday, 12/14  NTB Book Talk, 11:30-12:30; Faculty Caroling, 6:00-7:00 (check the Roberts website for listed trolley stops)
Monday, 12/17  3rd Gr Field Trip
Tuesday, 12/18  Community Exhibition 6:30 p.m.
Wednesday, 12/19  School Exhibition
Friday, 12/21  Classroom Parties


Enrollment and Residency

Many times families move during a school year and are interested in staying at Roberts. The only way to stay at Roberts if you have moved out of the school attendance zone is to apply for a magnet transfer.  The deadline to do that is January 11th.  No applications received after January 11th will be reviewed.

The question that often arises during enrollment relates to residency.  Residency is what qualifies you as an “in-zone” student.  So, what is residency?  Generally it is referred to as where you live and sleep every night, but there are more detailed and specific criteria. 

1. Does the parent/guardian who establishes residency own, rent or lease a home, condominium, apartment or living quarters within the attendance zone?

2. Does the family have furniture and personal effects in the attendance zone with no furniture or personal effects at a previous residence?

3. Does the parent/guardian receive personal mail in the attendance zone?

4. Are the parents/guardians registered to vote in the attendance zone?

5. Does the parent/guardian regularly live in the attendance zone and plan to live there indefinitely?  Have all licensed drivers in the household complied with DPS regulations for changing address?

How Does Attendance Impact School Funding?

I know you hear me talk about attendance often.  Most importantly, I want children at school.  I don’t want any child to miss important instruction.  But, as the State continues to reduce school funding, I wanted to take a minute to offer a quick explanation of how attendance impacts budget. 

The state sets a per pupil funding amount.  School funding is determined by multiplying the number of students by the average daily attendance, and the product is multiplied by the per pupil allocation.  Simply, we only get 96% of the funding we are entitled to, if we only have 96% in average daily attendance. 

So how much is each percentage point of average daily attendance worth?  One percentage point of the per pupil allocation is worth $26,137.    Everyday counts in keeping every dollar we are due.

I ask you to partner with me in ensuring we get every dollar possible to provide your children with the educational programs they deserve.

1% = $26,137

iStation: Reading Intervention

You will hear more about iStation as we finish the implementation process for this online intervention and assessment system in January.  In August, the Reading Department proposed we adopt iStation to support our work with struggling readers in grades 3-9.  Just after the Board voted to purchase the system, the State adopted it for all public schools in the State of Texas to use.  Initially, the District proposal was for use as an assessment and monitoring system only, but with the State adoption there is a requirement for use of the intervention curriculum for students identified as being slightly below level or significantly below level in reading. 

We have fully implemented the assessment component of the system and are in our 3rd month of assessment.  Students in grades 3-5 complete one 30-minute online assessment each month during Academic Skills Lab (ASL).  The system provides teachers and administration with specific information on a students performance in each of the four areas of reading: comprehension, word analysis, fluency and vocabulary.

Our next step is to schedule time for students who are struggling in one or more areas of reading to work in the online intervention system each week.  This will serve as a secondary intervention system, with small group reading instruction in the classroom or through the reading lab as the primary intervention plan.


Spotlight on IB:
Roles in the Exhibition

Role of Parent/Guardian and Community Members

Parents/Guardians and Community members will:

• have an understanding of the purpose and requirements of the exhibition
• support and encourage students and teachers throughout the process of inquiry
• help students to access resources--people, places, media and information
• provide expert subject knowledge where applicable
• encourage independent inquiry and respect ownership of the process
• support students' action efforts
• have an opportunity to reflect on and give feedback on the exhibition
• celebrate with the students by attending the staging of the exhibition