1. PARENTS ARE PARTNERS A PARENT ENGAGEMENT OPPORTUNITY

2. LEARNING FOR ALL… ENDLESS POSSIBILITIES Culture of Thinking  Culture of Respect  Culture of Communication INSERT THEME LOGO

3. A FEW GROUND RULES… ~WORKING TOGETHER…LEARNING TOGETHER~

4. MEETING GROUND RULES Speak one at a time Listen to one another; limit speaking time to allow others to share; respectfully disagree, when needed Refrain from speaking about a particular teacher or other children Refrain from speaking about issues that affect only to your child (those that should be addressed individually) Establish a community of trust and respect by maintaining confidentiality with information shared in this meeting

5. THE 4 TH R READING, ‘RITING, ‘RITHMETIC… AND RELATIONSHIPS AGENDA FOR TODAY

6. AGENDA Icebreaker: Community Circle What was the most significant milestone your child overcame last year? What are your greatest hopes for your child this year? Inclusion Restorative Practices Conflict Resolution and De-Escalation

7. COMMUNITY CIRCLE GETTING TO KNOW YOU

8. ICEBREAKER: COMMUNITY CIRCLE What was the most significant milestone your child overcame last year? What are your greatest hopes for your child this year?

9. INCLUSION WHAT IT IS AND HOW IT BENEFITS YOUR LEARNER

10. INCLUSION: WHAT IS IT? A learning environment in which disabled and non-disabled students in the same peer-age group learn and grow together Required by the State to ensure that disabled students have opportunities to engage in instruction with their non-disabled peers The inclusion model at T.H. Rogers is delivered through core enrichment classes for Vanguard and RDSPD students.

11. OUR INCLUSION APPROACH Vanguard & PSI Social engagement consisting of classroom visits to learn about the PSI setting and meet the students Vanguard & RDSPD Regularly integrated instruction through enrichment classes and through scheduled core content lessons

12. INCLUSION IN ACTION 2 nd Grade VG and PSI Inclusion

13. INCLUSION IN ACTION 5 th Grade VG and RDSPD Inclusion

14. WHAT TO EXPECT THIS YEAR RDSPD and Vanguard students will attend core enrichment classes together Art, Music, PE, Computer, ASL RDSPD students do not attend orchestra Library and science lab will not be inclusion classes Core enrichment groups will change by semester Exhibitions and performances as a grade level group

15. RESTORATIVE PRACTICES LEARNING & DIALOGUE

16. RESTORATIVE PRACTICES Restorative practices build community and can help set things right when the integrity of the community is challenged by harmful behaviors. When people come together for restorative interactions, they sit in circles. Circle dialogue is a fundamental element of restorative practices. Classroom circles support the two main goals of restorative practices: building community; and responding to harms through dialogue that sets things right and/or repairs relationships.

17. https://www.youtube.com/watch?v=fFDHVTHBI_4

18. KEY DIFFERENCES BETWEEN PUNITIVE AND RESTORATIVE DISCIPLINE Punitive Establish blame and guilt Rules broken Punishment Attention to rules Accountability is equated with punishment Restorative Focus on problem- solving Harm caused Restitution Attention to relationships Accountability as taking responsibility and taking different future actions

19. RESTORATIVE PRACTICES TEACH POSITIVE LIFE SKILLS Understanding - What happened? Self awareness- What were you thinking about at the time? What about now? Managing feelings- How has this affected you? Empathy - How has this affected others? Problem-solving and planning - What can be done to resolve this?

20. CONFLICT RESOLUTION AND DE-ESCALATION LEARNING & DIALOGUE

21. What are your wire hangers?

22. EMOTION/CONFLICT TRIGGERS

24. EMPATHIC LISTENING Start with reflecting what you see and hear: “It looks/sounds like you feel... ” “I’m hearing you say... ” “Let me see if I got that... ”

25. ASSERTIVE COMMUNICATION “I” statements “When _____________________ I feel ___________ because ________________, and I want/need _________________________________.”

26. TOXIC CONFLICT MOVES Comparisons Exaggerations Blaming Name-calling

27. The Compass of Shame was developed by Professor Donald Nathanson to describe the various negative ways people respond to shame.

29. SETTING LIMITS Acknowledge their feeling/desire Example: You are really disappointed to leave/ you are having so much fun, and you wish we could stay longer Set the limit Example: Now it’s time to go. Give a choice if possible You can come down the slide or down the rock wall.

30. AVAILABLE RESOURCES & HIGHLIGHTS Berkley Greater Good http://greatergood.berkeley.edu/education Collaborative for Academic, Social, and Emotional Learning http://www.casel.org/ Committee for Children- Second Step http://www.cfchildren.org/second-step Repairing our schools through restorative justice: Jean Klasovsky at TEDxWellsStreetED https://www.youtube.com/watch?v=tqktOiYG5NM Restorative Justice Collaborative of Houston http://restorativehouston.wixsite.com/rjch

31. Ashley Pringle, Counselor apringl2@houstonisd.org Gwen Thompson, Clerk gthomps9@houstonisd.org Christian Winn, Assistant Principal cwinn@houstonisd.org Phone: (713) 917-3565 Website: www. www.houstonisd.org/ rogers ms T. H. ROGERS ELEMENTARY STAFF

32. MARK YOUR CALENDAR! Important DatesEvents Sept. 15Grandparents’ Day Sept. 15Progress Reports Sept. 17PTO Gardening Day, 9AM-12 Noon Sept. 21Deaf Awareness Program Sept. 21Early Dismissal (12:45) Sept. 24PTO Kindergarten Coffee (9 AM)

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34. THANK YOU FOR YOUR SUPPORT!