BRADER Expressive Arts Open House 2018 – 2019 SY

Art, Library, Music, Physical Education, Advanced Academic Program, ELL & Reading Specialist

Attendance Policy Our goal this year is to ensure that every student attends school regularly.  School success goes hand in hand with good attendance…every minute counts! Our instructional day begins promptly at 9:05 AM and ends at 3:35 PM. When your child is absent a note must be sent in to school within 5 days of the absence. If your child is absent for 5 consecutive days a doctor’s note is required to excuse the absence. If a child is absent for more than 18 days, his/her promotion to the next grade may be in danger. CSD’s attendance policy is further explained on pages 14 – 16 in the Student Manual. Showing up for school has a huge impact on a student’s academic success starting in kindergarten and continuing through high school. Even as children grow older and more independent, families play a key role in making sure students get to school safely every day and understand why attendance is so important for success in school and in life.   We realize some absences are unavoidable due to health problems or other circumstances. But, we also know that when students miss too much school— regardless of the reason – it can cause them to fall behind academically. Your child is less likely to succeed if he or she is chronically absent—which means missing 18 or more days over the course of an entire school year. Research shows: Children chronically absent in kindergarten and 1st grade are much less likely to read at grade level by the end of 3rd grade. By 6th grade, chronic absence is a proven early warning sign for students at risk for dropping out of school. By 9th grade good attendance can predict graduation rates even better than 8th grade test scores. Absences can add up quickly. A child is chronically absent if he or she misses just two days every month!! We don’t want your child to fall behind in school and get discouraged. Please ensure that your child attends school every day and arrives on time. Here are a few practical tips to help support regular attendance: Make sure your children keep a regular bedtime and establish a morning routine. Lay out clothes and pack backpacks the night before. Ensure your children go to school every day unless they are truly sick Avoid scheduling vacations or doctor’s appointments when school is in session. Talk to teachers and counselors for advice if your children feel anxious about going to school. Develop back up plans for getting to school if something comes up. Call on a family member, neighbor, or another parent to take your child to school. Let us know how we can best support you and your children so that they can show up for school on time every day. We want your child to be successful in school! If you have any questions or need more information please contact your child’s school.

Classroom Community/CRPBIS Our classroom is a community. In our community, we have rules to help us get along with each other. Community Circles: We have created the opportunity for our school to participate in morning and afternoon circles to open the possibility for connection, collaboration and mutual understanding while giving everyone a voice. Our class rules: Follow directions quickly Raise your hand for permission to speak Raise your hand for permission to leave your seat Make smart choices Keep your dear community happy Keep your Eye on the Target We pledge to practice ROAR each day everyday (hallways/cafeteria/classroom): R Respect O Outstanding Attitude A Achievement R Responsibility

Classroom Community/CRPBIS Brader has been a culturally responsive school that uses PBS principles and interventions to support the whole child. We are in the process of being trained in restorative practices and on our way to becoming a restorative school. As a restorative school, we are taking on a relational approach to building school climate and addressing student behavior that fosters belonging over exclusion, social engagement over control, and meaningful accountability over punishment. We believe that a restorative approach will enable those responsible to acknowledge the impact and take steps to make it right while those harmed will convey the impact of the harm to those responsible. The goal of CRPBIS is to create a school-wide positive behavior support system that includes restorative discipline, social and emotional skills training, and positive behavior supports and interventions. All students will continue to be held accountable to the Christina School District’s Student Manual and responsible for meeting school-wide expectations based on ROAR: Respect, Outstanding Attitude, Achievement and Responsibility in all school environments. Students will continue to receive reinforcements for making good choices and will continue to receive “paws” for positive behavior. The students may have many opportunities to cash in for small prizes, school store items, monthly celebrations and other fun incentives.

Community Support Advisor (CSA), Ms. Tamika Fullen In lieu of a behavior interventionist, we have hired a Community Support Advisor (CSA) who will assist our school community by facilitating restorative practices and conversations with the students and adults in our school community. This person’s primary responsibility is to support us in strengthening relationships between individuals as well as social connections within our school community.

Behavior Policy: Community Continuum Students will manage their behavior by using our school wide universal behavior system. Each classroom has a Community Continuum that will allow the students to work together to reinforce the core values of relationships, responsibility, accountability, and community. The continuum will help to foster a sense of belonging for each student in order to strengthen the social engagement of the community. Classrooms move one level at a time from yellow, green, pink, and blue. One student’s positive choice can benefit the community, however, one student’s negative choice can harm the community but will not affect the class position on the continuum. The continuum will help to foster a sense of belonging for each students in order to strengthen the social engagement of the community. Stop and Think Ready to ROAR You’re doing Grrreat Earn your Stripes

The 2018-2019 Student Manual is now available online for all to access from any electronic device, directly from the CSD website and/or the mobile app. All Kindergarten Students and New students registered after the student manual presentation in school will be provided hard copies http://www.christinak12.org/StudentManual

The Brader Visual Arts Program Mr. Chris Barker BFA, MFA barkerr@Christina.k12.de.us

The Brader Visual Arts Program Problem-based learning activities Exploring unfamiliar areas of knowledge and using imagination Challenging students to “see” things in a different way Variety of activities helps meet individual student needs Students create in a safe environment which allows each child to explore and learn new ideas and new art techniques

Brader Media Center Lynn Nai lynn.nai@christina.k12.de.us.

The Brader Library Program: Provides a warm, rich, active learning environment where students learn about literature and the life skills of information literacy. Students have access to 22,000 books and technology at the Brader Library. Students also participate in growing Brader’s vegetable garden via Library class.

The Library and Garden at Brader and in the Community Scholastic Book Fairs – Fall and Spring School Vegetable Gardening – Spring Wellness Fair – Spring, 2016

Mrs. French Mary.French@christina.k12.de.us BSPE and M.Ed Physical Education Mrs. French Mary.French@christina.k12.de.us BSPE and M.Ed

The Goal of Physical Education is to develop physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity. is to develop health literate individuals so they have the knowledge to make healthy life choices.

Delaware Standards for Physical Education A physically educated person: Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities Standard 3: Participates regularly in physical activity

Delaware Standards for Physical Education A physically educated person: Standard 4: Achieves and maintains a health- enhancing level of physical fitness Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings Standard 6: Creates opportunities for health, enjoyment, challenge, self-expression, and/or social interaction through physical activity

Physical Activity – Fit for Life to Enjoy Life

Physical Activity – Fit for Life to Enjoy Life

Physical Activity – Fit for Life to Enjoy Life

Mrs. Shannon Johnson – Teacher MUSIC CLASS Mrs. Shannon Johnson – Teacher Shannon.johnson@CHRISTINA.K12.DE.US

OBJECTIVES Students will be able to recognize Rhythmic patterns, create simple Melodic patterns, explore different Genres of music and perform for school wide events.

Delaware Music Standards Standard 1 – Students will be able to sing independently and with others a varied repertoire of music. Standard 3 – Students will be able to improvise melodies, variations and accompaniments. Standard 5 - Students will be able to read and notate music. Standard 6 – Students will be able to listen to, analyze and evaluate various genres of music.

ADVANCED ACADEMIC PROGRAMS Talented and Gifted Program Ms. Lisa Taylor BS, MS Lisa.Taylor@Christina.K12.de.us www.christinak12.org/AAP

Students with General Intellectual Ability have some or all of these indicators/ characteristics Deals with novel tasks quickly Reasons rapidly Reaches conclusions based on sound inferences Has wide range of general information Is an insightful and keen observer Recognizes relevant elements of a problem Is curious Asks many high-level questions Relates new information to old information Is an effective problem solver and finder Has an accelerated pace of thought processes Has an excellent retentive memory Is willing to explore intellectually Has advanced comprehension Has strong desire for knowledge

K-12 Visual – The Continuum of Service for Advanced Academic Programs Christiana School District

Competitions our students participate in: FLL Lego Robotics ME – Meaningful Economics Science Olympiad

Reading – Ms. Dyan Kaufmann I am excited about the great things that will take place during school this year! While representing Brader as the Teacher of the Year, I have been assigned as Brader’s Reading Specialist/Resource Teacher. I have been teaching for nine years and I look forward to a fun and interesting tenth school year with our Brader students. I have a Bachelor’s degree in Elementary Education with a minor in Math and History. I have also earned a Reading Specialists Master’s degree. As the reading specialists, I will be working with a select group of students in grades 1-5 and hope to make this year a memorable one for your child if he/she is selected to work with me. If your child is selected to work with me during reading intervention or another time of the school day, I will send home a letter informing the parents as to what we are working on instructionally along with tips for how parents can support their child at home. In addition to being the reading specialists/resource teacher, I also help schedule and implement our newest K-5 district instructional readiness assessment, i-Ready and the state’s accountability assessment for grades 3-5, Smarter Balance. Please contact me if you have any questions about our reading intervention services at Brader and I will be happy to assist you.

Mrs. Dori Valderrama, B.A. and M.I. Dori.valderrama@christina.k12.de.us

ELL - English Language Learners Welcome to the English Language Learners Program! English Language Learners are students who speak another language other than English. They receive additional support in or out of the classroom to develop and strengthen their English proficiency levels. They will be provided with background knowledge that is needed in the content areas.

Activities are centered around the 4 domains of listening, speaking, reading, and writing. Please feel free to contact me via e-mail with any questions or concerns.