Science and Engineering Fair

It is time once again to prepare for the Elementary Science and Engineering Fair.  The fair is open to students in grades K-5. Though participation in this annual event is voluntary, we want to encourage interested students to take advantage of this opportunity to exhibit their knowledge. 

If your child is interested in participating please return the Science and Engineering Fair letter to your child’s teacher so you may have a handbook. Our campus fair will be January 9^th this year! We look forward to some great entries to represent Christie Elementary!

If you have any questions feel free to email the Science Fair Coordinator at Jessica.Malloy@pisd.edu

Canned Food Drive!!!

The Christie Elementary Student Council is collecting cans to help out the Plano Santa's Holiday Food Drive this year.  Please encourage your children to bring cans throughout the whole month of NOVEMBER!  

Last year we collected 743 cans, and we want to surpass that and collect at least 850 cans this year!! The 743 cans collected last year were enough to feed 1 person for 135 days or a family of 4 for 5 weeks!  We can make a difference!  

Come on Christie Cubs.....let's show how Compassionate and Giving we can be!  

EVERY CAN COUNTS!

Christie Elementary and our Student Council are collecting cans and non-perishable food items for the Plano Santa's Holiday Food Drive throughout the month of November. The 2 classrooms with the most cans donated will receive an extra recess and a jeans pass for their teacher.

Items needed:

-Cans (veggies, fruit, soup)

-Boxes (spaghetti, mac & cheese, cereal)

-Plastic bottles (peanut butter)

*no glass please

-Bags (rice, noodles)

An ARD Meeting from Two Different Perspectives

The IEP meeting table: One perspective from two different chairs

Dr. Adam Bauserman, Clinical Assessment, Pearson | July 22, 2016 in PreK-12 Education

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Generally, when you sit at a table, it doesn’t really matter where you sit. However, when you are at a table discussing an IEP, strengths and improvement areas, accommodations and modifications, transition, etc. the side that you sit on can be quite different. As an educator for almost two decades and a parent of a child with Autism, I have a unique perspective since I have sat on one side or the other many times. The view is different, the feeling is different, but ultimately the goals and intent should be the same. The challenge can be for everybody at the table to be on the same page, collaborating, and working in the best interest of the individual.

The school lens

There can be a lot to focus on when looking through the school’s lens, so when I was wearing the educator hat, I tried to look at some large concepts when I was working with students: legal, logical, and doable. Legal is the one that can flex the most power and drives many decisions, but it is not always the best means for developing a powerful plan for an individual. Schools understand IDEA, they may hop in and out of it and skirt all around it, but they know it is powerful. But many times it is hard to put the “I” back into IDEA and make a learning environment truly individualized. That is when the logical aspect comes into play. Looking at the student and his/her needs in a logical manner can help guide the decision making process. It allows committees and personnel to view the steps that need to be taken in order to put in the correct systems, services, processes, etc. that allow a student to be successful. This is a huge part of the decision making process. Sadly you can have great plans and intentions, but if you don’t have the resources, manpower, or other means to make it happen, then well…this is why I always had to ask if the plan was doable. This is difficult. Many times the means to carry out the plan are not there, and you have to do the best you can with what you have as far as resources. You have to be creative and be sure to always put the child first. Do the best you can do and work together to support the student to best of the school’s ability.

The parent lens

As a parent sitting at the table, the focus can shift a little. Although we want all the things the school is focused on, we also concentrate on some other areas. I want to know if my child likes school and is learning. These can be intertwined and connected resulting in positive outcomes. My child heads to school each day with my hope being he enjoys being there and that he sees it as a safe place to be involved and gain valuable skills. The learning I talk about is not just from the curriculum, factoids, writing skills, reading skills, but from a wide range of areas such as social, emotional, and life skills. It is a place where he can find who is and be able to hijack his own learning so that it fits what he needs, wants, and ultimately provides his best opportunity for success in life, not just a school year.

I know the IEP is reviewed each year, by law, by the school; but as a family, we review it daily, sometimes hourly. We are making adjustments, revisions, changing therapies, attending new groups, and doing all we can to support our child. We are working hard to provide all the opportunities we can and to make sure our child is getting all the help, interventions, and supports we can find and/or provide. It is an ongoing process and one that, when we are sitting at that table, needs to be conveyed so that we can all provide anything and everything we can so my child can like school and maybe learn a little something along the way. But as we know this takes a team effort.

Communication and collaboration

Often during Professional Development or training opportunities, I would talk about the three C’s and how important they are regarding relationships, and especially school and home relationships: Communication, Cooperation, andCollaboration. As you can see all three are very important, but for today I am going to focus on Collaboration: this innate ability to work with a group of people collectively to achieve something or do something. That “something” for me is to provide my child with the best learning environments and opportunities possible. My family works diligently with the school to make sure we are doing what is best for my child within the confines of the law, utilizing a logical approach, and doable by all parties while providing an enjoyable learning environment. That is what we try to do.

The optimum scenario is that everyone is communicating and cooperating to provide the very best services and opportunities to each and every child. This naturally lends itself to a collaborative relationship, because communication and cooperation are critical to achieving anything. That is all one can hope for no matter where you are sitting at the table: that all stakeholders are working together to facilitate the very best outcomes for every child.

Some helpful resources for Parents:

Autism Advocacy/Support Groups

https://www.autismspeaks.org/

http://www.autism-society.org/

http://nationalautismassociation.org/

http://icahn.mssm.edu/research/centers/seaver-autism-center/resources/national-autism-and-health-organizations

Dyslexia Awareness Month

October is Dyslexia awareness month.  Do you know the signs?

http://nild.org/october-is-national-dyslexia-month-do-you-know-the-signs/

National Dyslexia Awareness Month

What is dyslexia?

It is characterized by difficulties with accurate and / or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

– Adopted by the International Dyslexia Association (IDA) Board of Directors, Nov. 12, 2002. This Definition is also used by the National Institute of Child Health and Human Development (NICHD).

People with dyslexia often have average to superior intelligence. Many are gifted in math, science, fine arts, journalism, and other creative fields. A list of such people would include Thomas Edison, Albert Einstein, Leonardo da Vinci, Winston Churchill and many others who have changed the course of our world. However, their tremendous strengths are offset by noticeable weaknesses.

Some of the signs associated with dyslexia include:
• Difficulty learning to speak
• Trouble learning letters and their sounds
• Difficulty organizing written and spoken language
• Trouble memorizing number facts
• Difficulty reading quickly enough to comprehend
• Trouble persisting with and comprehending longer reading assignments
• Difficulty spelling
• Trouble learning a foreign language
• Difficulty correctly doing math operations

– International Dyslexia Association

These difficulties stem, not from a physical problem with the eyes or ears, but rather from the basic neurological functioning of the brain. Psycho-educational batteries of formal and informal tests are used to determine patterns of strength and weakness as compared to intellectual ability. Testing not only helps identify dyslexia, but NILD uses formal and informal testing data to determine the best kind of instruction for each learner.

Can those with dyslexia be helped?

Yes! Every human brain is created with a unique pattern of strengths and weaknesses. We each have certain areas that make sense to us easily as well as areas of difficulty that require outside explanation and extra effort to understand. NILD Educational Therapy® is a direct, language based intervention with over 40 years of success for students with dyslexia. Our focus is to strengthen the underlying causes of learning difficulties rather than simply treating the symptoms. Our therapy is individualized and aims the intervention just above the student’s level of functioning and raises expectations for performance. Our therapeutic, cognitive-based intervention unlocks learning potential and transforms defeated learners into competent, confident individuals.

Win a New Playground!!!

This year Christie Elementary has the opportunity to win some amazing prizes for our wellness program.  Anyone in our community can click on the link below and enter for a chance to win a $30,000 grant for our school's healthy transformation AND a new playground.  While there are other prizes available, this would clearly be an amazing opportunity of our kids!  The sweepstakes runs until March 24, 2017 which is a very long time.  Please set your alarm on your phone or post a sticky note on the fridge to log on each day and vote.  Also, feel free to share with family and friends to help increase our voting numbers.  Thank you!

http://www.togethercounts.com/at-school/win-for-your-school/sweepstakes

Autism in the workforce

https://youtu.be/VULKzVZCso0

Meet the Teacher

Teachers are busy getting ready for the school year and we are excited to see everyone.  Meet the Teacher will be Friday, August 19 from 5:00-6:00.  Come and meet your teachers!

STAAR Testing Dates and Reminders

STAAR Testing Dates & Reminders

STAAR Testing Dates:

· March 29 – 4^th Grade Writing

                             5^th Grade Math

· March 30 — 5^th Grade Reading                        

· March 30—April 1 – Makeup STAAR Testing – 4^th and 5^th Grades

· May 9 – 3^rd & 4^th Grade Math

                 

· May 10 – 3^rd & 4^th Grade Reading

                  5^th Grade Science

· May 11– 13 – Makeup STAAR Testing  - 3^rd, 4^th and 5^th Grades

To Do List:                                                                            

· Get a good night’s rest, at least a full 8 hours of sleep.                     

· Eat a good nutritious high-protein breakfast.

· Arrive at school by 7:30 to unpack, get settled & not feel rushed.

· Have an “I can do it!” attitude.                                           

  

LUNCHES:

· Lunches may only be dropped off in the front bins.

· No parents/visitors are allowed to have lunch with a student during their lunch time on testing days.

TESTING DATES LUNCH SCHEDULE:

KG-1:00 

1st—11:30 

2nd—12:00

3rd—10:30 

4th—12:30 

5th—11:00

REMINDERS:

· Building will be closed to general volunteers and visitor on testing days.                    

· Please do NOT schedule appointments during the school day for those students that are testing.                          

Parenting Class to Promote Effective Communication

“Let’s Talk” 

Communication with Our Children

True communication requires listening, pay-ing attention to body language and mood, as well as expression of ideas and needs. Join other parents as we explore some techniques that will promote effective commu-nication and help to maintain a healthy atmosphere of sharing in your home.

Thursday - March 17, 2016

6:00 - 7:30 p.m.

Christie Elementary School Cafeteria—English                               *Music Room—Spanish

* Childcare will be available

*Refreshment for Children will be served

Questions?

Christie parents contact:

Susan Purcell at (469)752-8015 or Susan.purcell@pisd.edu.

Harrington parents contact:

Shanna Kellogg (469)752-1515 or shanna.kellogg@pisd.edu.

Visit www.pisd.edu/about.us/departments/familyservices.shtml

for a complete list of parent education classes.

“Hablemos” 

Promoviendo Comunicación Efectiva

Comunicación verdadera requiere escuchar, prestarle atención al lenguaje cor-poral y humor, así como también a la expresión de ideas y necesidades. Únase a otros padres para que exploremos algunas técnicas que promoverán efectiva co-municación y ayudarán a mantener una atmósfera saludable de compartir en su hogar.

jueves 17 de marzo, 2016

6:00 - 7:30 p.m.

Escuela elemental Christie

Cafetería-Inglés, Sitio de la música-Español

*Refresco para los niños será servido

*Cuidado di Niños

Para más información contactar:

Susan Purcell: (469) 752-8015 o susan.purcell@pisd.edu OR

Shanna Kellogg, (469) 752-1515 o shanna.kellogg@pisd.edu.

Visite: www.pisd.edu/about.us/departments/familyservices.shtml

Para ver un lista complete de clases de educación para padres

Live the Dream Expo

Great resources for parents of students with disabilities.