In our annual Master Calendar, time is set aside for "professional development."  So, what goes on during those early dismissal hours? Or the hours spent during days of no school for professional development?

We want the best-trained staff possible working with our students. We want teachers knowledgeable on the current best practices in education that will improve student achievement.  Research-based methods are continually evolving and emerging as new research becomes available.  

To help teachers keep up on those best practices and research-based methods, we take time to learn about these practices and how to implement them effectively in our classrooms.  This is why locally delivered professional development is important for the continual improvement of our school.  Data supports learning that is embedded in the teachers work over taking classes or attending workshops away from the local district (although we do still support some of that individual learning as well). 

The AIW framework is not discipline or grade level specific, and its not a "teaching methodology."  AIW focuses on design "tasks" or student work that helps students construct knowledge, apply past learning to new problems or situations, gain a deeper understanding of the material. This makes the lessons more engaging and relevant for the students.

As a school administrator, I’ve seen and been involved with a lot of different parent-teacher conferences. Teachers are encouraged to contact parents for both positive reasons and concerns. Nothing replaces a face-to-face conversation.  In my experience, sometimes parents are uncomfortable in a parent/teacher conference setting.  Most want to be a positive and productive part the discussion but are unsure how to approach the meeting.  Below, are a few tips that will help you navigate your child’s parent-teacher conference and make it a more positive experience.

Know who your child’s teachers are. This one seems fairly simple and straightforward, yet there are parents that are unsure about whom their children’s teachers are.  This is somewhat understandable with children changing grade levels and new staff being hired over the summer.  It is important for parents to get to know their children’s teachers. Many teachers send home weekly newsletters in elementary, and all teachers are to have a teacher page on the school’s website. These are places to start to get to know the teachers prior to that first parent/teacher conference.

Don’t drop in unexpected. Teachers are professionals, just like doctors, lawyers, etc... Unfortunately, they are not often given the same privileges or courtesies. If a teacher has an opportunity to prepare for the meeting, it will make the actual conference go much more smoothly. This is why we have scheduled parent/teacher conferences throughout the school year. Parents and teachers can have uninterrupted time to talk about your child’s education and progress. If, for some reason, you were unable to schedule a time for your child’s parent/teacher conference, please contact the office and the building secretary can help you set one up.  Our goal is always 100% attendance.  It is that important to us as a school district.

Encourage your child to take ownership. Nothing is more detrimental to a conference than to have discussions about parent and teacher responsibilities without discussing the child’s responsibilities. I look at learning as a triangle: it cannot be complete without all three—the teacher, the parent(s), and the child—doing their part. The habits that children establish in school will follow them into college and beyond.

Don’t focus solely on the grade. Straight A’s seem ideal, but the letter grade may not reflect whether or not your child is getting everything out of school that he or she can. Is there something more they can be accomplishing?  It is possible (and we see this often) that a student who experiences academic success early in school will begin to “coast”, or assume that school is easy for them. As they approach intermediate grades and middle school, this can create a lackluster set of study habits.  Additionally, if your child is having some difficulty in a class, you need to evaluate whether or not they’re still learning the material.  Just because a student has a low grade (or a grade lower than you want to expect) doesn’t mean they aren’t learning anything; they may just be struggling with a particular type of assignment in the class.  Have that discussion with the teacher, whether they are getting all A’s or having some struggles, “Is my child learning the material?” and “Is my child progressing (showing improvement)?”

Hold the teacher accountable for grading procedures. If a student earns a certain grade, the teacher should be able to explain why the student received what they did. Make sure to ask about the grading rubric for the class so that the teacher can explain the breakdown of what those grades mean. A student may have 15 perfect grades, but if they are all homework, that will only take the student so far until they reach quizzes and tests. Most classes now are not graded solely based points or percentages. Showing competency on grade level standards also factor in quite often now. 

Don’t reach out to the principal until you talk to the teacher. If you call the principal about an issue in class, one of the first questions to come up will be, “Have you spoken with the teacher?”  Until this happens, nothing of merit will come from the conversation. Make sure to communicate with the teacher first, particularly with regard to grading and behavior. There’s often no need to involve the principal. Additionally, don’t be alarmed if a teacher asks for the principal to be present during a conference, particularly if the teacher is less experienced.

Keep the meeting about your child. A parent-teacher conference is intended to be about your child, and how they are doing in class. The topic needs to stay on that. The conversations sometimes begin to veer off course and become about another student, or unrelated issues outside of school. If this occurs, either the teacher or the parent should politely redirect the conversation back to how your child is doing in school.

Don’t share too much personal information in the conversation. Because of the nature of teaching, teachers are privy to more information about a child than most. However, this should not be a license to share everything you have to say about your child’s life outside of school, another parent, family issues, gossip, or other non-relevant information.  Keep the information you share centered on your child.  If the information you are sharing is pertinent medical, academic, or social information, then the teacher may be able to use that information to help your child be more successful in class.

Teachers understand that you are looking out for your child.  They want you to be confident in their classroom expertise and in their ability to encourage learning and growth.  By using these tips, I hope you can positively shape your next parent-teacher conference and give your children the best opportunity for success.

Help your child stay focused and motivated. A lot of parents have trouble during homework time because they feel like they're the wardens in a prison.

The key is to balance supervision with encouragement, allowing your child the freedom to complete his or her assignments while making sure that homework gets done. If your child seems continuously distracted during homework time, consult with the school to see if there's a larger underlying issue.

Encourage plenty of breaks.  There's a good body of research that says that if children take frequent breaks, they're more productive than if they do homework for a long period of time.  One idea is to set a timer for 20 minutes when the time is up, parents should quickly review homework, offer encouragement and allot for a short break.  Also, students need water; it's energizing and refreshing. Steer children away from sugary sweets during homework time. A nutritious snack, a quick walk around the house or even listening to a favorite song during breaks is advisable.

 

Keep track of shorter and longer projects alike. Get a big calendar and know your child. If your child procrastinates, break longer projects into mini-steps, and check in frequently. It takes the pressure off the child and puts it on the calendar. When possible, include work "assignments" for parents and other members of the family as well; this may set a positive example and motivate
your child to keep track of his or her own projects better.

Talk to the school. Don't skip the step of talking to your child's teacher. Teachers can fill parents in on homework expectations, give advice about study skills and techniques, and even recommend outside help if needed.  Our Middle School offers school-sponsored homework help programs allowing students to stay late and receive help from teachers or tutors. High School and Elementary teachers offer the same services by arrangement.  Take advantage of them!

 

Most of our readers have probably seen articles in the newspaper, or on TV news, about the "Grand Opening" of the tornado safe room in Alta.  This event was held on December 15th to celebrate the school taking possession of the building after the substantial completion date.  I have had the privilege of being a part of a number of building projects and remodeling projects in schools and this is the first one that was actually "substantially complete" on the originally scheduled date.  This is in large part to the great work of our architect (WWA), the general contractor (L&L Builders) and all of the sub-contractors working together as a team.  

 

"Substantially complete" does not mean totally done.  There are a few items left to compete.  The newly remodeled elementary office is totally complete and we have begun the process of moving in.  Elementary office operations and the newly constructed main entrance will be in use immediately after the Christmas break.  The procedure for entrance into the building remains the same as before construction.  Visitors (after the beginning of the school day) will need to push the intercom button to the left of the door to request entrance.

 

One part that the school has not yet taken possession (at the time of writing this article) is the preschool space.  The finish work on the floor was not accepted by the owner (the school), and work to correct it has been scheduled to begin January 2nd. 

 

Originally, the plan was to relocate the preschool over the holiday break, but that will be put on hold until that work on the flooring is completed and formally accepted.  It is entirely possible that the preschool will remain in its current location for the remainder of the school year, at this point, with the final move taking place over the summer.  Not what we had hoped for, but in my mind, that facility is going to stand for many years after most of us are gone.  It is more important that it is completed to our intended specifications rather than rushing to get moved in.  Overall, the work has been impressive and all parties have been great to work with on this exciting addition to our school system!

The single most important thing that a parent can do to help their child acquire language, prepare their child for school, and instill a love of learning in their child, is to read to them. Many people do not fully understand the enormous, positive impact that this simple act has on the life of a child. 

 

When someone reads to a child, they are exposing that child to more than just the words on the page; they are demonstrating proper speech patterns, the basics of how a book is read (i.e., from left to right, top to bottom, etc.), and the excitement that reading can bring. While learning to read occurs throughout the school years, preparing children to read before they start school is better than helping them catch up later. Pre-reading skills, such as reading from left to right, turning pages as you read, and understanding that letters make the words that make up stories, are critical for children to learn prior to their first day of school.

 

In addition to planting the language seed and preparing a child for school, reading aloud to a child may do something even more important, instill a life-long love of learning and create a bond between the child and the individual who is reading to them. When a child is being read to, there are no other distractions that are taking that adult's attention away. In today’s world where everyone is reachable at all times, it is rare for a child to have time where they are the priority and nothing else matters. 

 

Reading to a child is a great way to connect with your child and build a bond around learning. One way to do that is to select books that are enjoyable to both the parent and the child. Try reading books that you remember from your childhood. These books can bring back positive memories that you can then pass on to your child while reading. If you are excited about reading to your child, your child will be excited to listen. The more you do it, the easier and more fun it will become. Soon it will be part of your daily routine and it will be the easiest and most fun way to prepare your child for their future.

 

With all of the information available pointing to the general importance of reading to children, what are some specific recommendations? As long as the reader and listener are interested in what is being read, it doesn't matter what the book is. Even picture books and language in simple children’s books will enhance a child's learning and vocabulary because of the conversations between the parent and the child which take place around books and stories. Some of the best books to read to children are rhyming books because they help emphasize patterns of sounds that are helpful to the child when they begin to sound out words and letters. The greatest and longest lasting benefits have been shown in children who are read to three or more times a week.

 

Reading to a child can make learning and achieving in school easier. So, with the holidays coming up, instead of a buying new toy that may be played with only a few times, buy them a book that you used to love as a child and read it to them. You will have fun, create a wonderful bond, and help them learn all at the same time.

 

"Tornado Safe Room"

 

Most of our readers have probably seen articles in the newspaper, or on TV news, about the "Grand Opening" of the tornado safe room in Alta.  This event was held on December 15th to celebrate the school taking possession of the building after the substantial completion date.  I have had the privilege of being a part of a number of building projects and remodeling projects in schools and this is the first one that was actually "substantially complete" on the originally scheduled date.  This is in large part to the great work of our architect (WWA), the general contractor (L&L Builders) and all of the sub-contractors working together as a team.  

 

"Substantially complete" does not mean totally done.  There are a few items left to compete.  The newly remodeled elementary office is totally complete and we have begun the process of moving in.  Elementary office operations and the newly constructed main entrance will be in use immediately after the Christmas break.  The procedure for entrance into the building remains the same as before construction.  Visitors (after the beginning of the school day) will need to push the intercom button to the left of the door to request entrance.

 

One part that the school has not yet taken possession (at the time of writing this article) is the preschool space.  The finish work on the floor was not accepted by the owner (the school), and work to correct it has been scheduled to begin January 2nd. 

 

Originally, the plan was to relocate the preschool over the holiday break, but that will be put on hold until that work on the flooring is completed and formally accepted.  It is entirely possible that the preschool will remain in its current location for the remainder of the school year, at this point, with the final move taking place over the summer.   Not what we had hoped for, but in my mind, that facility is going to stand for many years after most of us are gone.  It is more important that it is completed to our intended specifications rather than rushing to get moved in.  Overall, the work has been impressive and all parties have been great to work with on this exciting addition to our school system!

As a school administrator, I’ve seen and been involved with a lot of different parent-teacher conferences. Teachers are encouraged to contact parents for both positive and negative reasons and nothing replaces a face-to-face conversation.  In my experience, often times parents are uncomfortable in a parent/teacher conference setting.  Most want to be a positive and productive part the discussion, but are unsure how to approach the meeting.  Below, are a few tips that will help you navigate your child’s parent-teacher conference and make it a more positive experience.

Know who your child’s teachers are. This one seems fairly simple and straight forward, yet there are parents that are unsure about whom their children’s teachers are.  This is somewhat understandable with children changing grade levels and new staff being hired over the summer.  It is important for parents to get to know their children’s teachers. Many teachers send home weekly newsletters in elementary, and all teachers are to have a teacher page on the school’s website. These are places to start to get to know the teachers prior to that first parent/teacher conference.

Don’t drop in unexpected. Teachers are professionals, just like doctors, lawyers, ect... Unfortunately, they are not often given the same privileges or courtesies. If a teacher has an opportunity to prepare for the meeting, it will make the actual conference go much more smoothly. This is why we have scheduled parent/teacher conferences throughout the school year. This way parents and teachers can have uninterrupted time to talk about your child’s education and progress. If, for some reason you were unable to schedule a time for your child’s parent/teacher conference, please contact the office and the building secretary can help you set one up.  Our goal is always 100% attendance.  It is that important to us as a school district.

Encourage your child to take ownership. Nothing is more detrimental to a conference than to have discussions about parent and teacher responsibilities without discussing the child’s responsibilities. I look at learning as a triangle: it cannot be complete without all three—the teacher, the parent(s), and the child—doing their part. The habits that children establish in school will follow them into college and beyond.

Don’t focus solely on the grade. Straight A’s seem ideal, but the letter grade may not reflect whether or not your child is getting everything out of school that he or she can. Is there something more they can be accomplishing?  It is possible (and we see this often) that a student who experiences academic success early in school will begin to “coast”, or assume that school is easy for them. As they approach intermediate grades and middle school, this can create a lackluster set of study habits.  Additionally, if your child is having some difficulty in a class, you need to evaluate whether or not they’re still learning the material.  Just because a student has a low grade (or a grade lower than you want to expect) doesn’t mean they aren’t learning anything; they may just be struggling with a particular type of assignment in the class.  Have that discussion with the teacher, whether they are getting all A’s or having some struggles, “Is my child learning the material?” and “Is my child progressing (showing improvement)?”

Hold the teacher accountable for grading procedures. If a student earns a certain grade, the teacher should be able to explain why the student received what they did. Make sure to ask about the grading rubric for the class so that the teacher can explain the breakdown of what those grades mean. A student may have 15 perfect grades, but if they are all homework, that will only take the student so far until they reach quizzes and tests. Most classes now are not graded solely based points, or percentages. Showing competency on grade level standards also factor in quite often now. 

Don’t reach out to the principal until you talk to the teacher. If you call the principal about an issue in class, one of the first questions to come up will be, “Have you spoken with the teacher?”  Until this happens, nothing of merit will come from the conversation. Make sure to communicate with the teacher first, particularly with regard to grading and behavior. There’s often no need to involve the principal. Additionally, don’t be alarmed if a teacher asks for the principal to be present during a conference, particularly if the teacher is less experienced.

Keep the meeting about your child. A parent-teacher conference is intended to be about your child, and how they are doing in class. The topic needs to stay on that. The conversations sometimes begin to veer off course and become about another student, or unrelated issues outside of school. If this occurs, either the teacher or the parent should politely redirect the conversation back to how your child is doing in school.

Don’t share too much personal information in the conversation. Because of the nature of teaching, teachers are privy to more information about a child than most. However, this should not be a license to share everything you have to say about your child’s life outside of school, another parent, family issues, gossip, or other non-relevant information.  Keep the information you share centered on your child.  If the information you are sharing is pertinent medical, academic, or social information, then the teacher may be able to use that information to help your child be more successful in class.

Teachers understand that you are looking out for your child.  They want you to be confident in their classroom expertise and in their ability to encourage learning and growth.  By using these tips, I hope you can positively shape your next parent-teacher conference and give your children the best opportunity for success.