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Schnuell-Ruth November 2011 Schnuell-Ruth November 2011 Welcome, Welcome, please pick up a please pick up a packet, packet, some juice and snacks. some juice and snacks. We will start soon. We will start soon.

Raising student’srecovered

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Page 1: Raising student’srecovered

Schnuell-Ruth November 2011 Schnuell-Ruth November 2011

Welcome, Welcome, please pick up a please pick up a

packet, packet, some juice and snacks. some juice and snacks.

We will start soon.We will start soon.

Page 2: Raising student’srecovered

Schnuell-Ruth November 2011 Schnuell-Ruth November 2011

Pierce Middle School Pierce Middle School Parent Workshop Series #2 Parent Workshop Series #2 November 1, 2011November 1, 2011

Organizational Skills Organizational Skills Karen RuthKaren Ruth

Reading SkillsReading SkillsNancy Beattie Nancy Beattie Susan Brown Susan Brown

Homework Helps Homework Helps Heather BarlowHeather Barlow

Page 3: Raising student’srecovered

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Parent Workshop Series Parent Workshop Series

True success requires a full team! True success requires a full team!

School + Student + Caring Adult =School + Student + Caring Adult =Student + Caring Adult + School = Student + Caring Adult + School = Caring Adult + School + Student =Caring Adult + School + Student =It does not matter the order It does not matter the order

All three are needed to All three are needed to Equal SuccessEqual Success

  

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On the pink cards please On the pink cards please

What are the problems you have What are the problems you have at at homehome with your children’s with your children’s organization?organization?

What are the problems you think What are the problems you think your child is having with your child is having with organizationorganization at school? at school?

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Schnuell-Ruth November 2011 Schnuell-Ruth November 2011

Good News: OrganizationGood News: Organization

Saves timeSaves time Keeps clutter to a minimumKeeps clutter to a minimum Is a life long habit Is a life long habit Prepares your child to be on his/ Prepares your child to be on his/

her own at college.her own at college. Reduces lost and never foundReduces lost and never found

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Bad News: Organization Bad News: Organization

Takes timeTakes time Will not happen over nightWill not happen over night Requires repetition Requires repetition Will take 21 times to become a Will take 21 times to become a

habit habit Will need to be revisited until the Will need to be revisited until the

event becomes a HABIT event becomes a HABIT

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Questions and suggestions Questions and suggestions there are no quick answers there are no quick answers

Organization tips for homeOrganization tips for home Organization tips for lockerOrganization tips for locker Organization tips for the book Organization tips for the book

bag bag What you should plan on at What you should plan on at

Semester break?Semester break? What you should plan on at the What you should plan on at the

end of the year?end of the year?

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Organization Video Clip Organization Video Clip

http://today.msnbc.msn.com/id/14923457/ns/today-today_home_and_garden/t/organize-your-student-these-tricks-tips/

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The Big DumpThe Big Dump

Clear everything out Clear everything out SortSort Put back only what is needed Put back only what is needed

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Ruth’s Big Give Away!!Ruth’s Big Give Away!!

Bags to organize Bags to organize Creative tools to make with your Creative tools to make with your

kids kids Time and organizational savers Time and organizational savers The biggest hint wins a prize!The biggest hint wins a prize!

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How to Organize your lockerHow to Organize your lockerhttp://www.youtube.com/watch?v=3Shttp://www.youtube.com/watch?v=3S5JBt3zvLU&feature=related5JBt3zvLU&feature=related

http://www.ehow.com/video_553874http://www.ehow.com/video_5538748_organize-school-locker.html8_organize-school-locker.html

http://www.youtube.com/watch?v=ZBhttp://www.youtube.com/watch?v=ZBHzMlO8LEA&feature=relatedHzMlO8LEA&feature=related

Article Article http://www.wikihow.com/Organize-Yohttp://www.wikihow.com/Organize-Your-Lockerur-Locker

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How to organize your binder How to organize your binder and notes and notes http://www.youtube.com/watch?v=ighttp://www.youtube.com/watch?v=ig

DbkrmDouw&feature=relmfuDbkrmDouw&feature=relmfu

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Monitor the kind of television programs and movies your kids watch. Reduce your child’s exposure to violentmodels.Be An Organized ParentBe organized and plan ahead to be an effective parent.Anticipate your child’s needs before his bad behavior forces youto meet his needs. When you allow your child’s bad behavior toforce you to meet his needs, you unintentionally reward that badbehavior.HOUSEHOLD CONFUSION"Listen, Julie, I'm going to have to get off the phone.The kids are starting to get wild!"Sometimes the entire family situation becomesdisorganized. Often, in such a situation, themisbehavior of children rapidly increases.Reorganize the situation as quickly as you can.Being an effective parent takes not only love anddiscipline, but a lot of time and planning.If you are shopping with your children, return home beforethey are completely exhausted. If your children begin to fuss witheach other during religious services, don’t scold or threaten.

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Reading Questions from ParentsReading Questions from Parents

please write on the 3” x 5” blue please write on the 3” x 5” blue cards. cards.

submit any questions you have submit any questions you have about reading at the middle about reading at the middle school levelschool level

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Quick breakQuick break

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Bad News: Reading Bad News: Reading

Old habits never die but some Old habits never die but some fade away with help. fade away with help.

It will take time to develop new It will take time to develop new habits. habits.

Will take 21+ tries (7x3)Will take 21+ tries (7x3) Will stay the same without Will stay the same without

intervention intervention Poor habits can cause death. Poor habits can cause death.

Ask about Mrs. Ruth’s true story.Ask about Mrs. Ruth’s true story.

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Strategies to Strategies to Help your child with Help your child with

ReadingReading

Pierce Staff MembersPierce Staff Members

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Good News: Reading Good News: Reading

Will improve when habits Will improve when habits improve improve

Will improve with adult Will improve with adult intervention intervention

Will result in more open Will result in more open communication communication

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Strategy: Build Good HabitsStrategy: Build Good HabitsWhich describes your child?Which describes your child? Book is openBook is open Eyes are open Eyes are open Student writes Student writes

down unknown down unknown word & notes from word & notes from the sections. the sections.

Reads where you Reads where you can see them.can see them.

You can skim a You can skim a page ask them to page ask them to reread and tell you reread and tell you what the sentence, what the sentence, paragraph or paragraph or chapter is about.chapter is about.

Book pages flop Book pages flop closedclosed

Eyes are shut and Eyes are shut and head is on the head is on the tabletable

Says “I read at Says “I read at school” repeatedlyschool” repeatedly

Goes to room and Goes to room and shuts the doorshuts the door

Argues “ It is too Argues “ It is too boring” “I don’t like boring” “I don’t like it.” “It isn’t at my it.” “It isn’t at my level”level”

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If your child was in the first column If your child was in the first column go get a drink and relax.go get a drink and relax.

If you see the second column as If you see the second column as youryour child, child, take notestake notes:: Open book, head up, sit at the Open book, head up, sit at the

table, read, take notes.table, read, take notes. Set a timer for 15 minutes say Set a timer for 15 minutes say

“I will test you on words, “I will test you on words, characters and events in 15 characters and events in 15 minutesminutes

Answer: “Life is boring most of the Answer: “Life is boring most of the time. Welcome to reality.”time. Welcome to reality.”

Repeat, Repeat, Repeat, Repeat, Repeat, Repeat, Repeat, Repeat, Repeat, Repeat, Repeat, Repeat, Repeat, Repeat, Repeat, Repeat, Repeat, Repeat, Repeat, Repeat, Repeat, Repeat, Repeat, Repeat,

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Raising Student’s Raising Student’s READING LEVELSREADING LEVELS

Mrs. Nancy Beattie Mrs. Nancy Beattie

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In order for your child to In order for your child to read read at a higher levelat a higher level, , two things are essential:two things are essential:

1. Read each day 1. Read each day 2. Build vocabulary2. Build vocabulary

Sight wordsSight wordsDecoding words Decoding words Using helps Using helps

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READ READ EACHEACH DAY DAY

Just as we practice shooting Just as we practice shooting baskets and find we get baskets and find we get better the more time we put better the more time we put in, we must practice reading in, we must practice reading in order to get better. Moving in order to get better. Moving our eyes across text (words) our eyes across text (words) is absolutely essential if we is absolutely essential if we want to become fluent want to become fluent readers. Reading all types of readers. Reading all types of text will help.text will help.

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READ READ EACHEACH DAY DAY

Following a recipe to make Following a recipe to make somethingsomething

Following directions to do an Following directions to do an assignment accuratelyassignment accurately

Reading novels, biographies and Reading novels, biographies and A/R booksA/R books

Yahoo “news” (celebrity gossip, Yahoo “news” (celebrity gossip, world news, informational pieces)world news, informational pieces)

Sports updatesSports updates Magazine articlesMagazine articles

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Hint: You can tell if your child Hint: You can tell if your child is not reading fluently if is not reading fluently if

she/he is reading word by word.she/he is reading word by word.

sentences sound ‘choppy’.sentences sound ‘choppy’.

there are long pauses with word there are long pauses with word substitutions.substitutions.

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BUILDING VOCABULARYBUILDING VOCABULARYSIGHT WORDSSIGHT WORDS

A sight word is a word we know A sight word is a word we know immediately. We don’t have to immediately. We don’t have to sound it out. The minute we see sound it out. The minute we see letters put in a certain order, we letters put in a certain order, we know the word. know the word.

When our eyes are able to read over When our eyes are able to read over words easily, this is because the words easily, this is because the words are SIGHT WORDS to us. words are SIGHT WORDS to us. When reading sight words, we don’t When reading sight words, we don’t struggle with the text. We can read struggle with the text. We can read smoothly, quickly, and fluently. smoothly, quickly, and fluently.

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BUILDING VOCABULARYBUILDING VOCABULARY DECODE DECODE

STOP SKIPPING OVER UNKNOWN STOP SKIPPING OVER UNKNOWN WORDSWORDS

It is natural for most people (adult, It is natural for most people (adult, too!) to skip over words we don’t too!) to skip over words we don’t know. By doing this, we are passing know. By doing this, we are passing up a chance to build vocabulary. up a chance to build vocabulary. Without learning new words, Without learning new words, students will be stuck at the same students will be stuck at the same reading level.reading level. It will never benefit It will never benefit anyone to skip over an unknown anyone to skip over an unknown word.word.

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BUILDING VOCABULARYBUILDING VOCABULARY DECODE DECODE

Separate the word into Separate the word into little chunkslittle chunks in in order to order to sound it outsound it out

See if any part of the word See if any part of the word looks familiarlooks familiar (EX: (EX: habithabitually—the first 5 letters are habit)ually—the first 5 letters are habit)

Use Use context cluescontext clues to try and figure out to try and figure out what an unknown word might mean.what an unknown word might mean.

Ask Ask someone. someone.

Look up the wordLook up the word in the dictionary or on-line in the dictionary or on-line to get its meaningto get its meaning

Page 29: Raising student’srecovered

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BUILDING VOCABULARYBUILDING VOCABULARYDecode Words Decode Words

Learn Learn word roots, and affixes word roots, and affixes they pop up in words all the time they pop up in words all the time

and will give you a and will give you a hinthint to the word’s to the word’s meaning.meaning.

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Learn the meanings Learn the meanings of root words. of root words.

RootsRoots ab—away from (ab—away from (ababsent, sent,

ababstract, stract, ababduct, duct, ababandon)andon) vis—to see (vis—to see (visvisit, it, visvisor, or, visvision, ion,

visvisionary)ionary) dict—to say or telldict—to say or tell (dictator, (dictator,

diction, dictionary, verdict)diction, dictionary, verdict)

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Affixes are added to the Affixes are added to the base or root word such as base or root word such as suffixes & prefixes.suffixes & prefixes.

Suffixes are at the endSuffixes are at the end

or- person who or- person who (visit(visitoror,dictat,dictatoror,abductor) ,abductor)

Prefixes are at the beginning Prefixes are at the beginning

re- again re- again

((rerevisit)visit)

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Questions? Questions?

3x5 cards parents submitted. 3x5 cards parents submitted.

General reading questions General reading questions

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That takes us to: That takes us to:

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At Pierce we have a Reading At Pierce we have a Reading Apprentice teacher who works Apprentice teacher who works with our classroom teachers as with our classroom teachers as they work with reading in the they work with reading in the classroomsclassrooms

Mrs. Susan Brown shares her Mrs. Susan Brown shares her

refrigerator magnet ideas. refrigerator magnet ideas.

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““Say Something” Reading StrategySay Something” Reading Strategy shared by Mr. Bill Triolet, shared by Mr. Bill Triolet, Gr. 8 Teacher PMSGr. 8 Teacher PMS

2 readers 2 readers Same text Same text Alternately, each one says something Alternately, each one says something

about what they just read after each about what they just read after each section of the page. section of the page.

Only at the very end do you discuss Only at the very end do you discuss the text, ask questions, notice the text, ask questions, notice vocabulary or find out if you both vocabulary or find out if you both understood the information in the understood the information in the same way the information. same way the information.

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Reading StrategyReading Strategy

Spot check in and -ing: Spot check in and -ing: Submitted by Mrs. Karen Schnuell-Ruth Submitted by Mrs. Karen Schnuell-Ruth

Spot check what your Spot check what your child is reading even if child is reading even if she/he is an excellent she/he is an excellent reader.reader.Ask about a character Ask about a character named or what a word named or what a word means in the sentence.means in the sentence.

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You can read the book at the You can read the book at the same time your child is reading same time your child is reading then have a good discussion then have a good discussion about the book. about the book.

Try to research more Try to research more information about the topic with information about the topic with your child (limit your excitement) your child (limit your excitement)

Pick out random words to be Pick out random words to be certain vocabulary in context is certain vocabulary in context is correct. correct.

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How many words per minute How many words per minute does your child read? does your child read?

Time them for one minute have Time them for one minute have them count the words they read.them count the words they read.

235 = Gr.8235 = Gr.8 215 = Gr. 7215 = Gr. 7 195 = Gr. 6195 = Gr. 6

This will be adjusted based on the This will be adjusted based on the difficulty of material, and some difficulty of material, and some may read too fast and some too may read too fast and some too slow to comprehend what they slow to comprehend what they read. read.

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Reading Strategies Flag Kit use Reading Strategies Flag Kit use the colored tabs provided to the colored tabs provided to mark your bookmark your book GreenGreen Connect with the Text Connect with the Text (something you have read, something in your life, something in (something you have read, something in your life, something in

your world) your world) YellowYellow Question the TextQuestion the Text (mark where what you have just read makes (mark where what you have just read makes

you wonder about something) you wonder about something) Blue Blue Infer/Predict Infer/Predict (mark where you have used the author’s clues to figure (mark where you have used the author’s clues to figure

something out or to predict what might happen next) something out or to predict what might happen next) Orange Orange Monitor for Meaning & Clarify Monitor for Meaning & Clarify (mark where you have stopped to figure out a word or have gone (mark where you have stopped to figure out a word or have gone

back to something you have read)back to something you have read) Purple Purple Evaluate Evaluate (mark where you have formed an opinion (mark where you have formed an opinion

bout the story or characters) bout the story or characters) Red Red Author’s CraftAuthor’s Craft (mark where the author has used language in a special way and (mark where the author has used language in a special way and

helped you visualize a clear picture in your mind) helped you visualize a clear picture in your mind)

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What has worked with you? What has worked with you?

http://blogs.trb.com/features/famhttp://blogs.trb.com/features/family/parenting/blog/2009/09/how_tily/parenting/blog/2009/09/how_to_tell_youre_enabling_you.htmlo_tell_youre_enabling_you.html

What is the difference between What is the difference between enabling vs helping? enabling vs helping?

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Organization:Organization:Homework Tips Homework Tips

Mrs. Barlow Pierce Counselor Mrs. Barlow Pierce Counselor

http://www.4-adhd.com/article4.html

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Homework tipsHomework tips

Help your child Help your child learn to prioritizelearn to prioritize most important assignments and projects most important assignments and projects according to due date, amount of points possible, most difficult class, etc.according to due date, amount of points possible, most difficult class, etc.

Post a Post a monthly calendarmonthly calendar near the “homework spot” to help your child see near the “homework spot” to help your child see upcoming due dates and deadlines. Some students find it helpful to set personal upcoming due dates and deadlines. Some students find it helpful to set personal goals/deadlines with long-term projects to keep them on track.goals/deadlines with long-term projects to keep them on track.

With your child, With your child, develop a checklistdevelop a checklist of everything that needs to be ready for the of everything that needs to be ready for the next school day to avoid the last-minute rush in the morning (ie: have planner next school day to avoid the last-minute rush in the morning (ie: have planner signed, put materials in backpack, pack lunch, etc.)signed, put materials in backpack, pack lunch, etc.)

If your child has difficulty remembering to bring study materials (planner, text If your child has difficulty remembering to bring study materials (planner, text books, etc.) home each day, books, etc.) home each day, post a checklist in their locker post a checklist in their locker as a visual reminder.as a visual reminder.

Use rewards!Use rewards! If your child struggles with motivation, offer incentives such as If your child struggles with motivation, offer incentives such as computer/TV/phone privileges AFTER homework is completed.computer/TV/phone privileges AFTER homework is completed.

Stay nearby Stay nearby while your student completes homework or studies. Not only will while your student completes homework or studies. Not only will your presence help your child stay on track, but they will be more likely to seek your presence help your child stay on track, but they will be more likely to seek your assistance if you make yourself available.your assistance if you make yourself available.

Keep Keep “cheat sheets”“cheat sheets” on hand for reference. For example, a multiplication table, on hand for reference. For example, a multiplication table, math formulas, or other reference charts can help a student attain higher accuracy math formulas, or other reference charts can help a student attain higher accuracy during study time.during study time.

Try to Try to eliminate all external distractionseliminate all external distractions during study time. TV’s, cell phones during study time. TV’s, cell phones and other electronics should be turned off.and other electronics should be turned off.

If you have questions or need additional resources, please call your child’s school If you have questions or need additional resources, please call your child’s school counselor (Mrs. Macey A-K or Mrs. Barlow L-Z) at 313-937-8880.counselor (Mrs. Macey A-K or Mrs. Barlow L-Z) at 313-937-8880.

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Set a nightly scheduleSet a nightly schedule—and stick to it. Studying and —and stick to it. Studying and completing homework will happen much easier if there is a set completing homework will happen much easier if there is a set schedule for the student to follow daily. Many kids need some schedule for the student to follow daily. Many kids need some downtime after school, so consider setting a start time downtime after school, so consider setting a start time approximately 45-60 minutes after your child gets home.approximately 45-60 minutes after your child gets home.

Incorporate studying/review time into the daily homework Incorporate studying/review time into the daily homework routine.routine. Studying math facts, vocabulary words, lecture notes or Studying math facts, vocabulary words, lecture notes or reading a book for a short amount of time daily helps students reading a book for a short amount of time daily helps students retain information and develops good study habits. Students retain information and develops good study habits. Students should NEVER say they don’t have homework!!should NEVER say they don’t have homework!!

Allow student to take Allow student to take 5-10 minute breaks5-10 minute breaks throughout study time. throughout study time. Create a Create a distraction-free “homework spot”distraction-free “homework spot” where your child where your child

consistently does their homework each night. Encourage them consistently does their homework each night. Encourage them to keep materials needed for studying in this spot to eliminate the to keep materials needed for studying in this spot to eliminate the problem of lost or disorganized supplies.problem of lost or disorganized supplies.

Keep and fileKeep and file returned homework assignments, quizzes and returned homework assignments, quizzes and study guides. Use these to study for unit/chapter tests andstudy guides. Use these to study for unit/chapter tests and

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Help your child develop a Help your child develop a color-coded organizational systemcolor-coded organizational system (ie: blue folders and notebooks=math, green folders and (ie: blue folders and notebooks=math, green folders and notebooks=science, etc.). Returned papers and study materials notebooks=science, etc.). Returned papers and study materials can also be filed using the same color folders at home.can also be filed using the same color folders at home.

Be sure your child Be sure your child organizes his/her binderorganizes his/her binder by filing papers in by filing papers in their appropriate folder each night.their appropriate folder each night.

Suggest finding a Suggest finding a study buddy or developing a study groupstudy buddy or developing a study group to to help your child study for an upcoming test or exam.help your child study for an upcoming test or exam.

Students have different styles of learning. Students have different styles of learning. When studying, When studying, consider how your child learns best. consider how your child learns best. If s/he is a visual learner, If s/he is a visual learner, have her/him make flashcards. Auditory learners can make a have her/him make flashcards. Auditory learners can make a study guide by recording themselves and listening to the study guide by recording themselves and listening to the recording whenever possible. Kinesthetic learners can write recording whenever possible. Kinesthetic learners can write information repeatedly for better retention.information repeatedly for better retention.

Enforce the use of the student plannerEnforce the use of the student planner. Recording important . Recording important due dates, deadlines and reminders is crucial to school success.due dates, deadlines and reminders is crucial to school success.

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Help your child Help your child learn to prioritizelearn to prioritize most important assignments most important assignments and projects according to due date, amount of points possible, and projects according to due date, amount of points possible, most difficult class, etc.most difficult class, etc. Post a Post a monthly calendarmonthly calendar near the “homework spot” to help your near the “homework spot” to help your child see upcoming due dates and deadlines. Some students find child see upcoming due dates and deadlines. Some students find it helpful to set personal goals/deadlines with long-term projects to it helpful to set personal goals/deadlines with long-term projects to keep them on track.keep them on track.With your child, With your child, develop a checklistdevelop a checklist of everything that needs to of everything that needs to be ready for the next school day to avoid the last-minute rush in be ready for the next school day to avoid the last-minute rush in the morning (ie: have planner signed, put materials in backpack, the morning (ie: have planner signed, put materials in backpack, pack lunch, etc.)pack lunch, etc.)If your child has difficulty remembering to bring study materials If your child has difficulty remembering to bring study materials (planner, text books, etc.) home each day, (planner, text books, etc.) home each day, post a checklist in post a checklist in their locker their locker as a visual reminder.as a visual reminder.Use rewards!Use rewards! If your child struggles with motivation, offer If your child struggles with motivation, offer incentives such as computer/TV/phone privileges AFTER incentives such as computer/TV/phone privileges AFTER homework is completed.homework is completed.

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Packet Handouts with more Packet Handouts with more information and suggestions were information and suggestions were provided by: provided by:

Heather Barlow Heather Barlow Nancy Beattie Nancy Beattie Susan BrownSusan Brown Eddie LatourEddie Latour Karen Schnuell-Ruth Karen Schnuell-Ruth