Disabilities Awareness Week @ HTE

Every student has strength and challenges. I often tell parents and students that any weakness can be a strength and any strength can become a weakness. That idea is true for everyone - but the strengths and challenges we bring the table are unique to each person. That is the beauty of being human!

Part of childhood is learning how to relate to others that are very different from ourselves. Naturally, children look to adults as role models - but we don't always have the answers, right? They're in that parenting instruction manual we've been searching for all these years. :-) Being around people who are different from us is challenging, which is one strong reason our faculty and staff set the goal of finding a program that would help children learn how to embrace diversity in a variety of ways...including people with disabilities.

Between November 13-20, each grade level will have one day of activities that seek to educate our students about what it is like for a student to have a disability. They will participate in hands-on-activities that help them understand visual, hearing, emotional, physical and cognitive disabilities - as well as Autistic Spectrum Disorders. Our 1st graders started on Friday - based on what I saw, I think they had a great time. Our hope is that this helps create a more supportive and positive learning environment for all our students. Knowledge is power and our goal is for new understandings to impact attitudes and behavior.

I just came across a wonderful parenting blog through the New York Times. I strongly recommend reading this post written by a dad whose son has cerebral palsy (click here to view). Raising a child with a disability can be quite challenging - I often hear parents and children talk about how isolating and lonely it can be. I am hopeful that our Disabilities Awareness Week will help lower those walls that seem to divide us.

Wellness Week: Building the Foundation to Prevent Drug/Alcohol Abuse

Wellness Week is coming to a close! Tomorrow is Spirit Day - so wear school colors to show you are proud of yourself and your school. You can find the October 2009 Counselor Newsletter by clicking this link (it will be listed in the documents).

I hope you enjoy the pencil and biodot stress cards that are coming home today in Mail from the Trail! They seem to be a big hit with kids and adults because we can SEE how we are feeling. So often we say/think we are fine when we really aren't. Focusing on our overall wellness is so important - when that is in place, we have the tools we need to say no to hurtful things such as drugs, alcohol and abusive relationships. Tomorrow, the kids will be decorating their doors or classrooms with Wellness Themes:

Kindergarten - Red Hearts for Physical Wellness: "What is something you do to be healthy?"

1st & 2nd Grade - Green Trees for Social Wellness: "What has someone done to help you? Or what have you done to help another person?"

3rd Grade - Yellow Stars for Emotional Wellness: "What is something you have done that you felt proud about?"

4th Grade - Sky Blue Moons for Spiritual Wellness/Future Dreams: "What is your dream job after you finish high school and college?"

5th Grade - Blue Graduation Hats for Intellectual/Mental Wellness: "What have you done to show people you are smart/good problem solver?"

Happy Wellness Week!

Free Puppet Show + Healthy & Safety = FUN!

It is Wellness Week at Hightower Trail - and I am thrilled to share the following opportunity with you. Safety, health and living a wonderful life are what we focus on during Wellness Week and this goes right along with that theme. If you haven't been the to the Center for Puppetry Arts - this is a great chance! Their productions are simply amazing.


+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

An Original Puppet Show
by the Center for Puppetry Arts
Friday, Nov 13, 2009
lst performance: 3:30 p.m.
2nd performance: 5:30 p.m.
First come, first served seating
Admission: FREE

Porter Sanford III Performing Arts and Community Center
3181 Rainbow Drive
Decatur, GA 30034

Call (404) 294-3700 to reserve special seating
for your after school or day care program.

When alien visitors land on planet Earth, they have fun sharing information with Earth children on ways to prevent the spread of viruses like novel H1N1 flu, as well as other healthy living tips. Get ready to laugh and be entertained.

You don’t want to miss this FREE puppet show for ages
2 to 10 years old.

* Free novel H1N1 vaccinations will be provided at the event along with other
health education and literacy materials. An administrative fee may be charged to Medicare, Medicaid and all third party insurance. Please bring your card with you.


Presented by CEO Burrell Ellis, DeKalb County Board of Commissioners, Center for Puppetry Arts, DeKalb County School System, The Humana Foundation and DeKalb County Public Library in collaboration with the DeKalb County Board of Health.

®

Free GED Class in Conyers - New Session Starts Soon

GED Preparation offered by Dekalb Technical College

Location: Rockdale Career Academy
1064 Culpepper Drive
Conyers, Georgia 3004

Information: (404)297-9522 ext. 3220
(this will list all of the information and dates to register)

The next registration session is November 2nd and 3rd, 2009, 5:00 – 9:00 p.m.

Basketball Loving Kids - Look Here!

Converse Open Gym provides young ballers the opportunity to show off their skills in a safe environment at a state-of-the-art facility. This is absolutely free and each participant receives a reversible jersey, ID card, posters and other special giveaways.

Saturday, October 24, 2009
Georgia Tech Campus Recreation Center
750 Ferst Street, Atlanta 30332

Two sessions: 10’clock to noon and noon to two o’clock for ages 11 to 14. Then 2 to 4 p.m. and 4 to 6 p.m. for ages 15 to 18. Registration begins 30 minutes before each session. Come early. Call Matt at 770-885-9844 to find out about waivers and registration or visit

Help for Renters of Homes in Foreclosure

A new federal law called “The Tenants in Foreclosure Act” can help. The Act protects tenants who are renting property that changes ownership through a foreclosure sale. In the past, a new owner could evict existing tenants within weeks. The Tenants in Foreclosure Act now requires the new owner to honor existing leases unless the new owner will use the property as a residence.

For example, if a tenant has 10 months left on a lease the new owner may have to honor all 10 months. However, if the new owner plans to live in the property the tenant must have 90 days notice to vacate the property.

Lawyers at several non-profit law offices want people to be aware of their rights so they can protect themselves and their families. If you have any questions please feel free to contact:

The Atlanta Volunteer Lawyers Foundation: (404) 521-0790

Atlanta Legal Aid Society: (404) 521-0777

Georgia Law Center for the Homeless: (404) 681-0680.

There is more information about this posted on the Atlanta Volunteer Lawyers Foundation at avlf.org.

Dealing with Girl Drama - Free Class - 9/23/09

I just heard about this through my weekly udpates from ASCA.

Free Teleclass on Diffusing Girl Drama: On Sept. 23, 2009, at 5 p.m. (ET) A Way Through, LLC is hosting a free teleclass for parents and educators of girls in grades K-8. This teleclass offers insights based on brain research and provides proven strategies you can use immediately to help girls solve their own friendship problems as they start the new school year.

Register by clicking this link.

Blending Families? Read this!

Winning Strides is a wonderful program right here in HTE's back yard! Winning Strides uses Equine Assisted Learning and Counseling techniques to help children and families with communication, team work, confidence, and many other things.

They are offering a series specifically for step families - you can go for all 9 sessions or any number of individual sessions. Click the following link to access my 'shared documents'...look for "Stepfamilies-Blending Families for Success!"

I have experienced Winning Strides and think they offer wonderful programs and services. Check out their website: www.winningstrides.net

Parent Survey & Upcoming Parent Workshops

We have had a tremendous response with the Parent Survey! Thank you to all of you who took time to fill it out. Your input is invaluable and your participation in your child's education makes an enormous difference in their lives. We're tallying the results right now and will be using that information to plan our parent workshops for the year and other counseling programs for your children.

If you misplaced or didn't get a survey, you can access it online by clicking this link. Look for "Parent Survey September 2009" on the list of shared documents. Email me your replies or print out a hard copy and turn that in.

We have set the dates for our workshops for parents. Mark your calendar! We'll let you know the topics when we are finished compiling the survey responses.

October 22, 2009
January 14, 2010
March 11, 2010

President Obama's Speech & Striving for School Success

Hi Everyone,

President Obama was made history yesterday by addressing the nations students. I know there has been controversy and discussion about this. All opinions and political persuasions aside, I really appreciated his comments about working hard, never giving up and going to school in order to discover what your special talents and gifts are. That is so true, and it is my pleasure to work with students on that journey of self-discovery and success.

My classroom guidance lessons this month are focusing on academic skills such as listening, persevering, managing time, setting priorities and knowing what your learning style is. My hope is that these lessons give children the knowledge, attitude and skills they need to be successful at school. It is sometimes thought that school counselors deal mostly with personal problems and feelings. That is true, but there is so much more we help with! If you see a student who is struggling, please let me know!

If you missed the President's Speech, you can watch it here. I've pasted the text of his speech below.

The President: Hello everyone – how’s everybody doing today? I’m here with students at Wakefield High School in Arlington, Virginia. And we’ve got students tuning in from all across America, kindergarten through twelfth grade. I’m glad you all could join us today.
I know that for many of you, today is the first day of school. And for those of you in kindergarten, or starting middle or high school, it’s your first day in a new school, so it’s understandable if you’re a little nervous. I imagine there are some seniors out there who are feeling pretty good right now, with just one more year to go. And no matter what grade you’re in, some of you are probably wishing it were still summer, and you could’ve stayed in bed just a little longer this morning.
I know that feeling. When I was young, my family lived in Indonesia for a few years, and my mother didn’t have the money to send me where all the American kids went to school. So she decided to teach me extra lessons herself, Monday through Friday – at 4:30 in the morning.
Now I wasn’t too happy about getting up that early. A lot of times, I’d fall asleep right there at the kitchen table. But whenever I’d complain, my mother would just give me one of those looks and say, "This is no picnic for me either, buster."
So I know some of you are still adjusting to being back at school. But I’m here today because I have something important to discuss with you. I’m here because I want to talk with you about your education and what’s expected of all of you in this new school year.
Now I’ve given a lot of speeches about education. And I’ve talked a lot about responsibility.
I’ve talked about your teachers’ responsibility for inspiring you, and pushing you to learn.
I’ve talked about your parents’ responsibility for making sure you stay on track, and get your homework done, and don’t spend every waking hour in front of the TV or with that Xbox.
I’ve talked a lot about your government’s responsibility for setting high standards, supporting teachers and principals, and turning around schools that aren’t working where students aren’t getting the opportunities they deserve.
But at the end of the day, we can have the most dedicated teachers, the most supportive parents, and the best schools in the world – and none of it will matter unless all of you fulfill your responsibilities. Unless you show up to those schools; pay attention to those teachers; listen to your parents, grandparents and other adults; and put in the hard work it takes to succeed.
And that’s what I want to focus on today: the responsibility each of you has for your education. I want to start with the responsibility you have to yourself.
Every single one of you has something you’re good at. Every single one of you has something to offer. And you have a responsibility to yourself to discover what that is. That’s the opportunity an education can provide.
Maybe you could be a good writer – maybe even good enough to write a book or articles in a newspaper – but you might not know it until you write a paper for your English class. Maybe you could be an innovator or an inventor – maybe even good enough to come up with the next iPhone or a new medicine or vaccine – but you might not know it until you do a project for your science class. Maybe you could be a mayor or a Senator or a Supreme Court Justice, but you might not know that until you join student government or the debate team.
And no matter what you want to do with your life – I guarantee that you’ll need an education to do it. You want to be a doctor, or a teacher, or a police officer? You want to be a nurse or an architect, a lawyer or a member of our military? You’re going to need a good education for every single one of those careers. You can’t drop out of school and just drop into a good job. You’ve got to work for it and train for it and learn for it.
And this isn’t just important for your own life and your own future. What you make of your education will decide nothing less than the future of this country. What you’re learning in school today will determine whether we as a nation can meet our greatest challenges in the future.
You’ll need the knowledge and problem-solving skills you learn in science and math to cure diseases like cancer and AIDS, and to develop new energy technologies and protect our environment. You’ll need the insights and critical thinking skills you gain in history and social studies to fight poverty and homelessness, crime and discrimination, and make our nation more fair and more free. You’ll need the creativity and ingenuity you develop in all your classes to build new companies that will create new jobs and boost our economy.
We need every single one of you to develop your talents, skills and intellect so you can help solve our most difficult problems. If you don’t do that – if you quit on school – you’re not just quitting on yourself, you’re quitting on your country.
Now I know it’s not always easy to do well in school. I know a lot of you have challenges in your lives right now that can make it hard to focus on your schoolwork.
I get it. I know what that’s like. My father left my family when I was two years old, and I was raised by a single mother who struggled at times to pay the bills and wasn’t always able to give us things the other kids had. There were times when I missed having a father in my life. There were times when I was lonely and felt like I didn’t fit in.
So I wasn’t always as focused as I should have been. I did some things I’m not proud of, and got in more trouble than I should have. And my life could have easily taken a turn for the worse.
But I was fortunate. I got a lot of second chances and had the opportunity to go to college, and law school, and follow my dreams. My wife, our First Lady Michelle Obama, has a similar story. Neither of her parents had gone to college, and they didn’t have much. But they worked hard, and she worked hard, so that she could go to the best schools in this country.
Some of you might not have those advantages. Maybe you don’t have adults in your life who give you the support that you need. Maybe someone in your family has lost their job, and there’s not enough money to go around. Maybe you live in a neighborhood where you don’t feel safe, or have friends who are pressuring you to do things you know aren’t right.
But at the end of the day, the circumstances of your life – what you look like, where you come from, how much money you have, what you’ve got going on at home – that’s no excuse for neglecting your homework or having a bad attitude. That’s no excuse for talking back to your teacher, or cutting class, or dropping out of school. That’s no excuse for not trying.
Where you are right now doesn’t have to determine where you’ll end up. No one’s written your destiny for you. Here in America, you write your own destiny. You make your own future.
That’s what young people like you are doing every day, all across America.
Young people like Jazmin Perez, from Roma, Texas. Jazmin didn’t speak English when she first started school. Hardly anyone in her hometown went to college, and neither of her parents had gone either. But she worked hard, earned good grades, got a scholarship to Brown University, and is now in graduate school, studying public health, on her way to being Dr. Jazmin Perez.
I’m thinking about Andoni Schultz, from Los Altos, California, who’s fought brain cancer since he was three. He’s endured all sorts of treatments and surgeries, one of which affected his memory, so it took him much longer – hundreds of extra hours – to do his schoolwork. But he never fell behind, and he’s headed to college this fall.
And then there’s Shantell Steve, from my hometown of Chicago, Illinois. Even when bouncing from foster home to foster home in the toughest neighborhoods, she managed to get a job at a local health center; start a program to keep young people out of gangs; and she’s on track to graduate high school with honors and go on to college.
Jazmin, Andoni and Shantell aren’t any different from any of you. They faced challenges in their lives just like you do. But they refused to give up. They chose to take responsibility for their education and set goals for themselves. And I expect all of you to do the same.
That’s why today, I’m calling on each of you to set your own goals for your education – and to do everything you can to meet them. Your goal can be something as simple as doing all your homework, paying attention in class, or spending time each day reading a book. Maybe you’ll decide to get involved in an extracurricular activity, or volunteer in your community. Maybe you’ll decide to stand up for kids who are being teased or bullied because of who they are or how they look, because you believe, like I do, that all kids deserve a safe environment to study and learn. Maybe you’ll decide to take better care of yourself so you can be more ready to learn. And along those lines, I hope you’ll all wash your hands a lot, and stay home from school when you don’t feel well, so we can keep people from getting the flu this fall and winter.
Whatever you resolve to do, I want you to commit to it. I want you to really work at it.
I know that sometimes, you get the sense from TV that you can be rich and successful without any hard work -- that your ticket to success is through rapping or basketball or being a reality TV star, when chances are, you’re not going to be any of those things.
But the truth is, being successful is hard. You won’t love every subject you study. You won’t click with every teacher. Not every homework assignment will seem completely relevant to your life right this minute. And you won’t necessarily succeed at everything the first time you try.
That’s OK. Some of the most successful people in the world are the ones who’ve had the most failures. JK Rowling’s first Harry Potter book was rejected twelve times before it was finally published. Michael Jordan was cut from his high school basketball team, and he lost hundreds of games and missed thousands of shots during his career. But he once said, "I have failed over and over and over again in my life. And that is why I succeed."
These people succeeded because they understand that you can’t let your failures define you – you have to let them teach you. You have to let them show you what to do differently next time. If you get in trouble, that doesn’t mean you’re a troublemaker, it means you need to try harder to behave. If you get a bad grade, that doesn’t mean you’re stupid, it just means you need to spend more time studying.
No one’s born being good at things, you become good at things through hard work. You’re not a varsity athlete the first time you play a new sport. You don’t hit every note the first time you sing a song. You’ve got to practice. It’s the same with your schoolwork. You might have to do a math problem a few times before you get it right, or read something a few times before you understand it, or do a few drafts of a paper before it’s good enough to hand in.
Don’t be afraid to ask questions. Don’t be afraid to ask for help when you need it. I do that every day. Asking for help isn’t a sign of weakness, it’s a sign of strength. It shows you have the courage to admit when you don’t know something, and to learn something new. So find an adult you trust – a parent, grandparent or teacher; a coach or counselor – and ask them to help you stay on track to meet your goals.
And even when you’re struggling, even when you’re discouraged, and you feel like other people have given up on you – don’t ever give up on yourself. Because when you give up on yourself, you give up on your country.
The story of America isn’t about people who quit when things got tough. It’s about people who kept going, who tried harder, who loved their country too much to do anything less than their best.
It’s the story of students who sat where you sit 250 years ago, and went on to wage a revolution and found this nation. Students who sat where you sit 75 years ago who overcame a Depression and won a world war; who fought for civil rights and put a man on the moon. Students who sat where you sit 20 years ago who founded Google, Twitter and Facebook and changed the way we communicate with each other.
So today, I want to ask you, what’s your contribution going to be? What problems are you going to solve? What discoveries will you make? What will a president who comes here in twenty or fifty or one hundred years say about what all of you did for this country?
Your families, your teachers, and I are doing everything we can to make sure you have the education you need to answer these questions. I’m working hard to fix up your classrooms and get you the books, equipment and computers you need to learn. But you’ve got to do your part too. So I expect you to get serious this year. I expect you to put your best effort into everything you do. I expect great things from each of you. So don’t let us down – don’t let your family or your country or yourself down. Make us all proud. I know you can do it.
Thank you, God bless you, and God bless America.

Free Camp for Grieving Chidren (and Parents)

Camp Majik is a free camp for children who have experienced the death of a parent, guardian or other close family member. There are 2 upcoming sessions that happen over or right after the RCPS Fall Break (Camp Woodland, Temple, GA, 10/2-10/4; YWCO Camp, Clarkesville, GA, October 16-18.

Camp Majik Website
www.campmagik.org

Applications in English & Espanol can be found by clicking here.

The students and parents who have done these have said they were wonderful experiences! I'm happy to print and fax applications here at school if that helps you out.

Back-To-School Edition - Counselor's Corner

My August Newsletter will be going home in this week's Mail from the Trail. You can click the link below to view it online.

August Counselor's Corner

Talking to Kids about Cancer

Addressing Cancer: The award-winning children's show "Arthur" and the Lance Armstrong Foundation offer free resources to help school professionals and parents talk to kids about cancer. Find K-2 lessons and a Family Activity Booklet online this September. A special episode of Arthur, "The Great MacGrady," featuring Lance Armstrong, premieres the week of Oct. 19 on PBS.

Read Under the Stars and the Governor's Mansion for Pre-K

STATE OF GEORGIA
OFFICE OF THE FIRST LADY

Mary Perdue
First Lady of Georgia

For Immediate Release Contact: Office of Communications
Thursday, August 13, 2009 (404) 651-7774

First Lady Mary Perdue to Host Reading Under the Stars
Event to support Georgia's One Millionth Pre-K child campaign

ATLANTA - First Lady Mary Perdue announced today that she will host Reading Under the Stars at the Georgia Governor's Mansion on Tuesday, August 25 from 6:30 p.m. to 8:30 p.m. First Lady Perdue will host Georgia's Pre-K students for a live reading in the mansion gardens of Bedtime in the Jungle by John Butler.

Bright from the Start: Georgia Department of Early Care and Learning is celebrating a significant milestone this year. During the fall of 2009, the one millionth child will pass through the doors of a Georgia Pre-K Program. The program was established in 1993 to provide the state's four-year-old children with high quality preschool experiences. In conjunction with the Millionth Child celebration, Georgians are encouraged to read to children in child care programs, family day care homes, at home, in schools, in church, in public libraries, at fairs or anywhere there is an opportunity to share the love of reading. Readers can visit Bright from the Start's website to log the number of books read at www.decal.ga.gov

Families who wish to attend should RSVP in advance by calling the Constituent Services Hotline at (404) 656-1776. Only phone reservations will be accepted. Reservations will be accepted on a first-come, first-served basis until capacity is reached. Due to space limitations, the number of chaperones must be limited to no more than one adult per two children. Each person will be asked to provide the name and Pre-K program the student will be attending this coming school year.

Activities at the Reading Under the Stars event will include face painting, music, giveaways and information on the Millionth Child campaign. Peachtree Publishers and the Junior League of Atlanta are providing books and volunteers for this event. Light refreshments will be provided. Families are asked to bring blankets for seating during the reading.

Participants are asked to arrive at the Governor's Mansion at 6:30 p.m. Guests with reservations should enter at the main security gate.

Pool Party for Rockdale Autism Support Group!

Meeting others that walk a similar path is so helpful. It is important for caregivers to remember to take care of themselves too!

You can see this and numerous resources at RCPS's Parents are Powerful website.




ROCKDALE AUTISM SUPPORT GROUP

Back to School POOL PARTY & Meet and Greet

Saturday, August 22, 2009
2:00 - 4:00 pm

Swimming from 2:00-3:30 PM

Johnson Park Pool/Recreation Center
1781 Ebenezer Road
Conyers, Georgia 30094


RSVP for Pizza (provided) and/or Attendance
If Possible, please bring snack to share

Contact: Sirena Graves
404-358-6253 or
Snicolette14@comcast.net

Free GED Classes In Conyers

April Fallon is the Director of Community Support for Rockdale County Public Schools and just shared this information with us!

GED Preparation offered by Dekalb Technical College

Location: Rockdale Career Academy
1064 Culpepper Drive
Conyers, Georgia 3004

Information: (404)297-9522 ext. 3220
(this will list all of the information and dates to register)

Fall Registration Session
This is a 2 evening process; you must attend both evenings.

Monday, September 21, 2009 and Tuesday, September 22, 2009
5:00 pm – 9:00 pm

16-19 year olds: Arrive at 4:30 pm

16 &17 year olds: You must fill out an underage packet prior to
registering (available in Room 1262) prior to the registration
session at 5 pm. Bring the completed packet to the registration
table along with your school withdrawal paperwork and your
state i.d. You must attend the GED preparation classes in order to
receive permission to take the GED test.

The next registration session is November 2nd and 3rd, 2009, 5:00 – 9:00 p.m.

Are You a Fan of This Blog?

I'll be adding information frequently throughout the year. If you would like to receive an email telling you that I've added something, just shoot me an email and I can add your email address to a list and blogger.com will automatically do that. Or...You can create your own blog and decide to "follow me."

My email: aperry@rockdale.k12.ga.us

Children's Possible Reactions to a Death

When reacting to a death, a child may display behaviors such as the following:
• Clings close to adults
• Displays regressive behaviors
• Appears not to be affected
• Thinks about it privately
• Asks a lot of questions
• Appears frightened
• Appears agitated and angry
• Appears sad and withdrawn
• Displays difficulty sleeping

I strongly recommend that parents listen carefully to their children. If they seem to need to talk, answer their question simply, honestly and possibly over and over again. Below are some suggestions that you may find useful in helping your child deal with the death:

•Assure fearful children that you will be there to take care of them. Reassure them many times.
•Provide physical closeness. Spend extra time putting your child to bed. Talk and offer reassurance.
•Encourage children to ask questions and to discuss, write or draw their feelings.
•Be a good listener. Listen carefully for any misconceptions or distortions the student may have regarding what happened.
•Talk with your child and provide simple, accurate information to questions.
•Provide play and fun experiences to relieve tension.
•Help the child develop safety plans and procedures (What should you do if …………..?)
•Remind them of concrete examples of where they are being protected and cared for by parents, adults, teachers, police, etc.
•Make sure the child gets rest and exercise.

Source: Rockdale County Public Schools Crisis Response Materials

Children's Books About Math

I think that we are never to old to be read to - nor too old to enjoy children's books! Below is a list I learned about through a wonderful math teacher I used to work with who is also a great friend. She said that she was allergic to math and that math did not like her until a teacher in college helped unlock her math brain! Now her students rave about how great she is. I love her story because it reminds me there is always hope for us even when we think we are doomed.

Check this list out! I think there is something for all students. It is organized by math concept (counting, fractions, measurement, probability, ratios and more). Martha Eberhart compiled it and it is posted on the website for the University of Minnesota Duluth.




Area & Perimeter

Burns, Marilyn. (1997). Spaghetti and meatballs for all! : a mathematical story. New York : Scholastic. PRIM-FIC B967SP

The seating for a family reunion gets complicated as people rearrange the tables and chairs to seat additional guests.


Classification Sorting

Reid, Margarette S. (1990). The button box. New York : Dutton Children's Books. PRIM-FIC R357BU

A child examines the many different buttons in Grandma's button box.

Keenan, Sheila. (1997). More or less a mess! New York : Scholastic. PRIM-FIC K267MO

A little girl uses sorting and classifying skills to tackle the huge mess in her room. Includes related activities and games.

Cannon, Janell. (1993). Stellaluna. San Diego : Harcourt Brace Jovanovich. PRIM-FIC C2265ST

After she falls headfirst into a bird's nest, a baby bat is raised like a bird until she is reunited with her mother.




Counting

Anno, Mitsumasa. (1977, c1975). Anno's Counting book. New York : Crowell. PRIM-FIC A6156ACO

A counting book depicting the growth in a village and surrounding countryside during twelve months.

Anno, Mitsumasa. (1995). Anno's magic seeds. New York : Philomel Books. 513.4 A6156F

The reader is asked to perform a series of mathematical operations integrated into the story of a lazy man who plants magic seeds and reaps an increasingly abundant harvest.

Berlitz Schools of Languages of America. (1963). Berlitz French alphabet and numbers for children. New York, Grosset & Dunlap. 440 B515B

Attempts to develop a child's awareness of foreign languages with the simple phonetics developed by the Berlitz schools.

Giganti, Paul. (1988). How many snails? : a counting book. New York : Greenwillow Books. PRIM-FIC G4593H

A young child takes walks to different places and wonders about the amount and variety of things seen on the way.

Fehr, Howard F. (1964). If you can count to 10 ... New York : Holt, Rinehart and Winston. PRIM-FIC F2967IF

Counting games.

Testa, Fulvio. (1982). If you take a pencil. New York : Dial Press. PRIM-FIC T3418if

Describes how a pencil may be used to draw cats, birds, fingers, orange trees, and other objects, in quantities from two to twelve, interrelated in a fanciful fashion.

Friedman, Aileen. (1994). The king's commissioners. New York: Scholastic. PRIM-FIC F9114KI

While trying to keep track of his many royal commissioners, the kind learns some new ways of counting.

Martin, Bill. (1987). Knots on a counting rope. New York : H. Holt. PRIM-FIC M379KN

A grandfather and his blind grandson, Boy-Strength-of-Blue-Horses, reminisce about the young boy's birth, his first horse, and an exciting horse race.

Feelings, Muriel L. (1971). Moja means one; Swahili counting book. New York : Dial Press. 390 F295MO

The numbers one through ten in Swahili accompany two-page illustrations of various aspects of East African life.

Walsh, Ellen Stoll. (1991). Mouse count. San Diego : Harcourt Brace Jovanovich. PRIM-FIC W2243MN

Ten mice outsmart a hungry snake.

Morozumi, Atusko. (1990). One gorilla : a counting book. New York : Farrar, Straus & Giroux. PRIM-FIC M871ON

Someone is counting things they see and like, and one gorilla.

Hutchins, Pat. (1982). 1 hunter. New York : Greenwillow Books. PRIM-FIC H9763ON

One hunter walks through the forest observed first by two elephants, then by three giraffes, etc.


Bayley, Nicola. (1977). One old Oxford ox. New York : Atheneum. PRIM-FIC B3583on

The numbers from one to twelve are presented by dignified animals and captioned by tongue-twisters.

Nikola-Lisa, W. (1991). 1, 2, 3 Thanksgiving! Morton Grove, Ill. : A. Whitman. 513 N693o

A Thanksgiving counting book depicting the numbers one through ten through scenes of the holiday.

Beaton, Clare. (1999). One moose, twenty mice. New York, NY : Barefoot Books. PRIM-FIC B3693on

Count your way from one through twenty and find the cat hiding in every scene in this felt-art picture book.

Harshman, Marc. (1993). Only one. New York: Cobblehill Books/Dutton. 513.2 H324O

At a country fair there are five hundred seeds in one pumpkin, ten cents in one dime, eight horses on one merry-go-round, four wheels on one wagon, and so on.

Keats, Ezra Jack. (1972, c1971). Over in the meadow. New York, Four Winds Press. PRIM-FIC O963ov

An old nursery poem introduces animals and their young and the numbers one through ten.

Carle, Eric. (1999). Rooster's off to see the world. New YORK, N.Y. : Simon & Schuster Books for Young Readers. PRIM-FIC C278RO

A simple introduction to the meaning of numbers and sets as a rooster, on his way to see the world, is joined by fourteen animals along the way.

De Regniers, Beatrice Schenk. (1985). So many cats! New York : Clarion Books. PRIM-FIC D4312so

Counting verses explain how a family ended up with a dozen cats.

Chwast, Seymour. (1971). Still another number book. New York : McGraw-Hill. PRIM-FIC C5648st

Various objects illustrate the concept of numbers one through ten.

Crews, Donald. (1986). Ten black dots. New York : Greenwillow Books. PRIM-FIC C9278TE

A counting book which shows what can be done with ten black dots--one can make a sun, two a fox's eyes, or eight the wheels of a train.

Bang, Molly. (1983). Ten, nine, eight. New York : Greenwillow Books. PRIM-FIC B216TE

Numbers one through ten are part of this lullaby which observes the room of a little girl going to bed.

Hoban, Tana. (1987). 26 letters and 99 cents. New York : Greenwillow Books. PRIM-FIC H6816tw

Color photographs of letters, numbers, coins, and common objects introduce the alphabet, coinage, and the counting system.

Aker, Suzanne. (1990). What comes in 2's, 3's, & 4's? New York : Aladdin Paperbacks. 513.5 A314W

Introduces the numbers two, three, and four by enumerating the ways in which they occur in everyday life, from your two eyes and two arms to the four season of the year.

Hawkins, Colin. (1990). When I was one. London, England ; New York, N.Y., USA : Viking. PRIM-FIC H3933WH

Introduces the numbers from one to ten as two young children try to outdo each other with the number of rambunctious animals with which they plan to celebrate each successive birthday.

Kitamura, Satoshi. (1986). When sheep cannot sleep, the counting book.New York : Farrar Straus Giroux. PRIM-FIC K622WH

Counting book

Limmer, Milly Jane. (1991). Where will you swim tonight? Niles, Ill. : A. Whitman. PRIM-FIC L7344wh

A bathtime counting book in which a girl grows a tail and swims along with one knobby seahorse, two smooth dolphins, and other sea creatures up to the number ten.

Tafuri, Nancy. (1986). Who's counting. New York : Greenwillow Books. 513 T124w

Text and illustrations of a variety of animals introduce the numbers one through ten.




Fractions

Anno, Mitsumasa. (1983). Anno’s mysterious multiplying jar. New York, NY : Philomel Books. 512.7 A615a

Simple text and pictures introduce the mathematical concept of factorials.

McMillan, Bruce. (1991). Eating fractions. New York : Scholastic. 513.2 M1674E

Food is cut into halves, quarters, and thirds to illustrate how parts make a whole. Simple recipes included.

Leedy, Loreen. (1994). Fraction action. New York : Holiday House. 513.2 L484F

Miss Prime and her animal students explore fractions by finding many examples in the world around them.

Murhy, Stuart J. (1996). Give me half! New York, NY : HarperCollins Publishers. 513.2 M978G

Introduces the concept of halves using a simple rhyming story about a brother and sister who do not want to share their food.

Pinczes, Elinor J. (2001). Inchworm and a half. Boston, Mass. : Houghton Mifflin Co. PRIM-FIC P6479in

Several small worms use their varying lengths to measure the vegetables in a garden.

Meltzer Kleinhenz, Sydnie. (1997). More for me. New York : Scholastic. PRIM-FIC M5288 MO

When a little boy insists he wants more of everything served to him for breakfast, his sister obliges by rearranging what he has. Includes section with related activities.




General

Slobodkina, Esphyr. (1947). Caps for sale; a tale of a peddler, some monkeys and their monkey business. New York : W. R. Scott. PRIM-FIC S6343cap

A band of mischievous monkeys steals every one of a peddler's caps while he takes a nap under a tree.

Williams, Vera B. (1986). Cherries and cherry pits. New York : Greenwillow Books. PRIM-FIC W7278CHE

Bidemmi draws pictures and tells stories about cherries.

Scieszka, Jon. (1995). Math curse. New York, N.Y. : Viking. PRIM-FIC S4163MA

When the teacher tells her class that they can think of almost everything as a math problem, one student acquires a math anxiety which becomes a real curse.

Axelrod, Amy. (1997). Pigs in the pantry : fun with math and cooking. New York, N.Y. : Simon and Schuster Books for Young Readers. PRIM-FIC A969PF

Mr. Pig and the piglets try to cook Mrs. Pigs favorite dish to cheer her up when she's sick. Includes a recipe for chili.

Axelrod, Amy. (1996). Pigs on a blanket. New York, NT : Simon and Schuster Books for Young Readers. PRIM-FIC A969P

Because the Pig family has so many delays in getting to the beach, they are in for a big disappointment when they're finally ready to ride the waves.


Geometry

Friedman, Aileen. (1994). A cloak for the dreamer. New York : Scholastic. PRIM-FIC F9114CL

When a tailor asks each of his three sons to make a cloak for the Archduke, the third son's design reveals his desire to travel the world rather than follow his father's footsteps.

Carle, Eric. (1992). Draw me a star. New York : Philomel Books. PRIM-FIC C278DR

An artist's drawing for a star begins the creation of an entire universe around him as each successive pictured object requests that he draw more.

Tompert, Ann. (1990). Grandfather Tang's story. New York : Crown Publishers. PRIM-FIC T6623gr

Grandfather tells a story about shape-changing fox fairies who try to best each other until a hunter brings danger to both of them.

Burns, Marilyn. (1994). The greedy triangle. New York : Scholastic. PRIM-FIC B967GR

Dissatisfied with its shape, a triangle keeps asking the local shape shifter to add more lines and angles until it doesn't know which side is up.

Axelrod, Amy. (1998). Pigs on the ball : fun with math and sports. New York : Simon & Schuster Books for Young Readers. PRIM-FIC A969PHE

The Pig family visits a miniature golf course and learns about shapes, angles, and geometry.

Hopkinson, Deborah. (1994). Sweet Clara and the Freedom Quilt. New York : Knopf. PRIM FIC H797S

A young slave stitches a quilt with a map pattern which guides her to freedom in the north.

Maccarone, Grace. (1997). Three pigs, one wolf, and seven magic shapes. New York : Scholastic. PRIM FIC M123 TH

Tells the story of three pigs who acquire some magic shapes, which they use for various purposes, some smart and some not so smart. Includes a section with related activities.




Measurement

Anno, Mitsumasa. (1987-1989). Anno's math games. New York : Philomel Books. 793.7 A615a

Picture puzzles, games, and simple activities introduce the mathematical concepts of multiplication, sequence and ordinal numbering, measurement, and direction.

Clement, Rod. (1991). Counting on Frank. Milwaukee : G. Stevens Children's Books. 513.5 C626C

A boy and his dog present amusing counting, size comparison, and mathematical facts.

Ling, Bettina. (1997). The fattest, tallest, biggest snowman ever. New York : Scholastic. PRIM-FIC L755 FA

Two children use non-standard measurements, such as paper clips, sticks, and their arms, to determine who has built the biggest snowman. Includes measurement activities and games.

Myller, Rolf. (1962). How big is a foot? New York : Atheneum. PPRIM-FIC M9974HO

Thrown in jail because the bed he made for the Queen is too small, an apprentice comes up with a more accurate way of measuring size.

Adler, David A. (1999). How tall, how short, how far away. New York : Holiday House. 530.8 A237

Introduces several measuring systems such as the Egyptian system, the inch-pound system, and the metric system.

Lionni, Leo. (1960). Inch by inch. New York : I. Obolensky. PRIM-FIC L763IN

To keep from being eaten, an inchworm measures a robin's tail, a flamingo's neck, a toucan's beak, a heron's legs, and a nightingale's song.

Wells, Robert E. (1993). Is a blue whale the biggest thing there is? Morton Grove, Ill. : A. Whitman. 530.8 W455I

Illustrates the concept of big, bigger, and biggest by comparing the physical measurements of such large things as a blue whale, a mountain, a star, and the universe.

Wells, Robert E. (1995). What's smaller than a pygmy shrew? Morton Grove, Ill.: A. Whitman. 539 W455W

A thought-proving journey from the mighty pygmy shrew to microorganisms and molecules.

Allen, Pamela. (1983). Who sank the boat? New York : Coward-McCann. PRIM-FIC A4284WH

The reader is invited to guess who causes the boat to sink when five animal friends of varying sizes decide to go for a row.


Money

Williams, Vera B. (1982). A chair for my mother. New York : Greenwillow Books. PRIM-FIC W7278CHA

A child, her waitress mother, and her grandmother save dimes to buy a comfortable armchair after all their furniture is lost in a fire. (Caldecott Honor Book, 1983)

Zimelman, Nathan. (1992). How the second grade got $8,205.50 to visit the Statue of Liberty. Morton Grove, Ill. : A. Whitman. PRIM-FIC Z71H

Chronicles the triumphs and setbacks of the second grade as they try a variety of schemes to raise money for a trip to the Statue of Liberty.

Schwartz, David M. (1989). If you made a million. New York : Lothrop, Lee & Shepard Books. 332.024 S299i

Describes the various forms which money can take, including coins, paper money, and personal checks, and how it can be used to make purchases, pay off loans, or build interest in the bank.

Nagel, Karen Berman. (1996). The lunch line. New York : Scholastic Inc. PRIM-FIC N1475 LU

In the school cafeteria at lunchtime, Kim eyes all the tasty food and tries to figure out what she can buy with her dollar.

Axelrod Amy. (1994). Pigs will be pigs. New York : Simon & Schuster Books for Young Readers. PRIM-FIC A969PW

The hungry Pig family learns about money and buying power as they turn the house upside down looking for enough money to buy dinner at the local restaurant.


Numbers

Wells, Robert E. (2000). Can you count to a googol? Morton Grove, Ill. : Albert Whitman. 513.5 W455C

Introduces the concepts of very large numbers, up to a googol, and multiples of ten.

Rocklin, Joanne. (1997). The case of the missing birthday party. New York : Scholastic. PRIM-FIC R6834 CA

Liz the Whiz & Co. help a neighbor find her way to a birthday party by using their knowledge of place value.

Base, Graeme. (1989). The eleventh hour : a curious mystery. New York : Abrams. INTR-FIC B2994EL

An elephant's eleventh birthday party is marked by eleven games preceding the banquet to be eaten at the eleventh hour; but when the time to eat arrives, the birthday feast has disappeared. The reader is invited to guess the thief.

Losi, Carol A. (1997). The 512 ants on Sullivan Street. New York : Scholastic. PRIM-FIC L8794 FI

In this rhyming, cumulative story, the number of ants doubles each time they take a new treat from a picnic lunch.

Burns, Marilyn. (1996). How many feet? How many tails? : a book of math riddles. New York : Scholastic. PRIM-FIC B967 HO

As two children take a walk with their grandfather, they use their counting skills to help answer a series of animal riddles. Includes related activities.

Giganti, Paul. (1988). How many snails? : a counting book. New York : Greenwillow Books. PRIM-FIC G4593H

A young child takes walks to different places and wonders about the amount and variety of things seen on the way.

McKissack, Pat. (1991). A million fish-- more or less. New York : Knopf : Distributed by Random House. PRIM-FIC M1584MIL

A boy learns that the truth is often stretched on the Bayou Clapateaux, and gets the chance to tell his own version of a bayou tale when he goes fishing.

Gág, Wanda. (1928). Millions of cats. New York : Coward-McCann, Inc. PRIM-FIC G132M

How can an old man and his wife select one cat from a choice of millions and trillions?

Maccarone, Grace. (1998). Monster math picnic. New York : Scholastic. PRIM-FIC M123 MMP

The number of monsters engaged in various activities at a picnic always adds up to ten. Includes related activities.

Juster, Norton. (1961).The phantom tollbooth. New York : Epstein & Carrol; a distributed by Random House. INTR-FIC J96PH

A journey through a land where Milo learns the importance of words and numbers provides a cure for his boredom.

Moore, Inga. (1991). Six-dinner Sid. New York : Simon & Schuster Books for Young Readers. PRIM-FIC M8223SI

Sid the cat plays the pet of six different owners on Aristole Street so he can get six dinners every night.

Merriam, Eve. (1993). 12 ways to get to 11. New York : Simon & Schuster Books for Young Readers. 513.2 M568T

Uses ordinary experiences to present twelve combinations of numbers that add up to eleven. Example: At the circus, six peanut shells and five pieces of popcorn.

Aker, Suzanne. (1990). What comes in 2's, 3's, & 4's? New York : Aladdin Paperbacks. 513.5 A314W

Introduces the numbers two, three, and four by enumerating the ways in which they occur in everyday life, from your two eyes and two arms to the four seasons of the year.



Operations

Neuschwander, Cindy. (1998). Amanda Bean's amazing dream : a mathematical story. New York : Scholastic Press. PRIM-FIC N495AM

Amanda loves to count everything, but not until she has an amazing dream does she finally realize that being able to multiply will help her count things faster.

Anno, Mitsumasa. (1995). Anno's magic seeds. New York : Philomel Books. 513.4 A6156F

The reader is asked to perform a series of mathematical operations integrated into the story of a lazy man who plants magic seeds and reaps an increasingly abundant harvest.

Anno, Mitsumasa. (1987-1989). Anno's math games. New York : Philomel Books. 793.7 A615a

Picture puzzles, games, and simple activities introduce the mathematical concepts of multiplication, sequence and ordinal numbering, measurement, and direction.

Anno, Mitsumasa. (1983). Anno’s mysterious multiplying jar. New York, NY : Philomel Books. 512.7 A615a

Simple text and pictures introduce the mathematical concept of factorials.

Hutchins, Pat. (1986). The doorbell rang. New York : Greenwillow Books. PRIM-FIC H9763DOO

Each time the doorbell rings, there are more people who have come to share Ma's wonderful cookies.

Rocklin, Joanne. (1997). One hungry cat. New York : Scholastic. PRIM-FIC R6834 ON

Tom the cat tries to evenly divide the snacks he has baked for himself and two friends, but after gobbling up a few treats, Tom is faced with a new division problem. Includes division activities.

Pinczes, Elinor J. (1993). One hundred hungry ants. Boston : Houghton Mifflin. PRIM-FIC R6834 ON

One hundred hungry ants head towards a picnic to get yummies for their tummies, but stops to change their line formation, showing different divisions of one hundred, cause them to lose both time and food in the end.

Pinczes, Elinor J. (1995). A remainder of one. Boston : Houghton Mifflin. PRIM-FIC P647RE

When the queen of the bugs demands that her army march in even lines, Private Joe divides the marchers into more and more lines so that he will not be left out of the parade.




Probability

Van Allsburg, Chris. (1981). Jumanji. Boston : Houghton Mifflin Co. PRIM-FIC V217J

Left on their own for an afternoon, two bored and restless children find more excitement than they bargained for in a mystical jungle adventure bored game.

Holtzman, Caren. (1997). No fair! New York : Scholastic. PRIM-FIC H7585NO

Two children play several games of chance trying to figure out what is mathematically fair.

Axelrod, Amy. (1997). Pigs at odds : fun with math and games. New York : Simon and Schuster Books for Young Readers. PRIM-FIC A969PC

While trying their luck at various games at the county fair, members of the Pig family find out what the odds are that they will go home as winners. Includes an explanation of odds and probability.

Stamper, Judith Bauer. (1998). Tic-tac-toe : three in a row. New York : Scholastic. PRIM-FIC S7836 TI

A boy learns how to play tic-tac-toe and improves his skill playing with a friend. Includes related activities.




Ratios

Clement, Rod. (1991). Counting on Frank. Milwaukee : G. Stevens Children's Books. 513.5 C626C

A boy and his dog present amusing counting, size comparison, and mathematical facts.


Time

Hutchins, Pat. (1994). Clocks and more clocks. New York : Aladdin Books ; Toronto : Mexwell Macmillan Canada ; New York : Maxwell Macmillan International. PRIM-FIC H9763CL

Not one of Mr. Higgins' four clocks kept the correct time until the Clockmaster assured him they were all correct.

Carle, Eric. (1997). The grouchy ladybug. New York : T.Y. Crowell Co. PRIM-FIC C278G

A grouchy ladybug, looking for a fight, challenges everyone everyone she meets regardless of their size or strength.

Slater, Teddy. (1996). Just a minute! New York : Scholastic. PRIM-FIC S6318 JU

A young boy learns how important it is to know just how long a minute is. Includes a section with related activities.

Maccarone, Grace. (1997). Monster math school time. New York : Scholastic. PRIM-FIC M123 MMS

From the time they get up at seven in the morning until they go to bed at eight o'clock at night, monsters spend a busy day, especially at school. Includes related activities.

Disclaimer: "The views and opinions expressed in this page are strictly those of Martha Eberhart. The contents of the page have not been reviewed or approved by the University of Minnesota."

Modified: 12/06 (w3c)

HEROES - Hightower's Mentoring Program

Many of us know the African proverb that truthfully declares, "It takes a village to raise a child." Helping children become successful and healthy adults is a huge job that is way too big for one or two people!

HTE has a long history of having a school-wide mentoring program (HEROES). In addition, Rockdale County Public Schools has a community wide mentoring program that is always looking for interested adults who want to play and important role in the life of a child.

HEROES (Hightower Elementary Reaches Out to Every Student) is a program where all the faculty and staff develop a relationship with one or more students in order to encourage them and be another caring adult in their life. The program is kicked off each year in September or early October.

If you would like to nominate your child for HEROES see Ms. Perry. If you or someone from your community or neighborhood is interested in volunteering as a mentor or helper for special lunches & events, please contact Ms. Perry via email, in person or phone (770-388-0751).

Bullying on the Web

Bullying is a common concern for parents, students and educators at all levels. It takes all of us to prevent it from happening and to respond effectively when it does. If you have any concerns at all about your child bullying others, witnessing bullying of others, or BEING bullied by others, please speak with their teacher, school counselor or principal immediately. We are here to help.

Here are some resources I've found on the web:

American School Counselor Association
"The Buzz on Bullying"
http://www.schoolcounselor.org/content.asp?contentid=282

Stop Bullying Now - for parents as well as students
U.S. Department of Health and Human Services
http://www.stopbullyingnow.hrsa.gov/adults/parents-and-family/default.aspx

The Center for Children of Incarcerated Parents

CCIP Client Publications

http://e-ccip.org/services.html#Client_publications

The Center for Children of Incarcerated Parents offers a variety of original publications for clients. These items are available through the CCIP Clearinghouse and include:

· Information for Families, a CCIP brochure

· The Booklist for Children of Prisoners

· The CCIP Family Contracts Package

· What About the Kids? An Information Sheet for Arrested Parents

· Selecting a Temporary Caregiver for Your Child

· When Incarcerated Parents Lose Contract with Their Children

These items are available free to clients by mail. For more information, you may write or email the Center at:
The Center for Children of Incarcerated Parents
P.O. Box 41-286
Eagle Rock, California 90041
Email: ccip@earthlink.net


The Clearinghouse Project

The CCIP Clearinghouse maintains a collection of over 3500 documentary and audiovisual items relating to families in the criminal justice system.

The Clearinghouse offers two catalogs: one for incarcerated parents and their families, who may receive ordered items free of charge, and one for all other users who are charged the cost of shipping and handling. The Clearinghouse catalogs list items written and published by CCIP, as well as items from the popular, scholarly and program literatures.

For more information on the Clearinghouse Project, visit http://e-ccip.org/services.html#Client_publications

What do School Counselors do all day?

Some folks are surprised to learn elementary schools have a need for counselors. I also talk to MANY adults (and sometimes students) who barely remember their school counselor, if at all. The school counseling profession is going through an exciting transformation right now so that counselors are doing less administrative paperwork and are focused on developing school wide programs to benefit ALL students (rather than just a few). We are fortunate in Rockdale County to have the overwhelming support of Dr. King, The Board of Education and District Office in giving the counselor's role a much needed "face lift." I have also been extremely grateful for the support of our principal, Ms. Laura Bates as I develop a school counseling program that aligns with national standards of excellence. I admire her strong passion for students. She has been instrumental in making sure the HTE's school counseling program reaches all students and helps support their academic and personal success.


The Role of The School Counselor
by the American School Counselor Association

Professional school counselors are certified/licensed educators with a minimum of a master’s degree in school counseling making them uniquely qualified to address all students’ academic, personal/social and career development needs by designing, implementing, evaluating and enhancing a comprehensive school counseling program that promotes and enhances student success. Professional school counselors are employed in elementary, middle/junior high and high schools; in district supervisory positions; and counselor education positions.

Professional school counselors serve a vital role in maximizing student success (Lapan, Gysbers, & Kayson, 2007; Stone & Dahir, 2006). Through leadership, advocacy and collaboration, professional school counselors promote equity and access to rigorous educational experiences for all students. Professional school counselors support a safe learning environment and work to safeguard the human rights of all members of the school community (Sandhu, 2000), and address the needs of all students through culturally relevant prevention and intervention programs that are a part of a comprehensive school counseling program (Lee, 2001). The American School Counselor Association recommends a counselor-to-student ratio of 1:250.

For more information on how school counselors can help you and your children, visit the Parent section of www.schoolcounselor.org

It's a New Year!

Back-to-School Tips

1. Label EVERYTHING. You would be amazed at the supplies and clothes that go unclaimed and are donated simply because they don't have a name and are not picked up from Lost & Found in the front office or gym. Masking tape, luggage tags or simple a index card & safety pin are great for this if you don't want to use a permanent marker.

2. Introduce yourself to your child's teacher. Give them your phone number and email. HTE Teachers use email frequently and that is often the quickest way to reach them.

3. Meet or call the parents of students in your child's class. It is great to know folks who could help if a homework assignment is forgotten! It is also important, for ALL parents of elementary, middle & HIGH school students, to know the contact information for the parents of their kid's friends.

4. Make sure your child knows how they are going home and WRITE IT DOWN for the teacher. At Hightower, information about how a child is to go home must be in writing. For safety reasons, we do not go by what a child tells us, as there are often misunderstandings between parent and child.

5. Have lunch with your child. Even older students love to eat lunch from home or a fast food place in our newly restored HTE Courtyard!

6. Ask for, read and sign your child's agenda (Kindergarten students have a folder). Make sure their homework is complete and in their book bag the night before. Expect students to have their assignments written down. Reward and punish as needed. :-)

7. Meet or contact the School Counselor. The start of the year is a great time to seek out my help to ensure that your child's school year begins well (whether they are new to HTE or not). By communicating with one another at the beginning, middle, and end of the school year, parents and counselors can have a definite impact on a child’s success.


For more information on how your school counselor can help you at the start of the school year, click below.

Back-to-School Tips from ASCA

Goal Setting Guide

Goal Setting isn't just for adults and students doing Accelerated Reader! We all have goals of many shapes and sizes, be it learn to write in cursive, go onto the next grade, make a 100 on a test, or increase the money in our retirement account.

Students of all ages set goals and are learning how to reach them. The form below is a tool you can use to help guide the process. The most important part, I think, is making sure the goal is specific and achievable. I often tell parents and teachers, goals like "lose 50 pounds" or "run 5 miles" can be so big they become unrealistic. The same applies to academics. "Get an A in Math" might be overwhelming to students, so it is important to help students break that large task into small steps. A better goal might be to "study math facts 15 minutes each day" or "turn in Math homework."


Here are two visuals that may help:

1. The image of a ladder helps many students. Write the goal at the top of a ladder with 3 or 4 steps. Even though this picture is with a train, you can see how to break down a large task into small steps. Click here to see an example.


2. This handout asks questions to help guide students through the process. The task of adults is to make sure the steps/actions/strategies are specific (who, what, when, where, how) AND realistic. You could print this or simply have a student write it in a notebook.

TIP: You can enlarge this image by clicking on it (it will be much easier on the eyes)!!

Development Stages in a Child's Understanding of Death or Loss

by Deb Sims, MS,RNCS,LCSW

Ages 3 to 6:
At this stage a child sees things as reversible and temporary. They may believe in "magical thinking" and that their thoughts can cause things to happen. This can work in either direction causing them to blame themselves unnecessarily or believe if they are "good" enough perhaps their parent will return. Often, children will exhibit nightmares, confusion, revert to an earlier stage of development or even seem to be unaffected by the death.

Ages 7 to 8:
Here a child will begin to see death as final. They may have lost an animal at this point but they usually don't think about it as happening to them. They see it more as something that may occur in an accident, like a car accident or only in old age. They may show an unusual interest in knowing the details surrounding death, begin asking what happens after death, or again act as if nothing has happened. Social development is occurring during this stage so they'll watch how others respond and may even want to know how they should act.

Ages 9 and up:
By now the child understands that death is final and irreversible. They not only know it could happen to someone else but also to themselves. They may exhibit a wide range of feelings including: shock, denial, anxiety and fear, anger, depression even withdrawal. Their reactions begin to be much more like an adult except they may act out their grief by behavioral changes at home or school.

Source: Karen Gannon Griffith, GSCA Fall Conference 2006

Death & Grief: Tips for Parents

Put your oxygen mask on first!
➢ Ponder your own feelings about your mortality
➢ Examine your own issues, beliefs
➢ Consider how you deal with grief or intense emotions

Telling a child that a loved one has died
➢ Consider these questions:
• What is the age and maturity level of the child?
• Does the child understand the meaning of the words died and dead?
• Has the child experienced a death prior to now (pet, grandparent, classmate, friend, parent, teacher)?
• How was the child related to the deceased? How well did they know each other?
• What are the family’s religious beliefs about death?
• What were the circumstances surrounding the death?
• What is the child’s usual pattern of coping?

Establish rapport
➢ Open communication
➢ Be sensitive to child’s readiness to communicate
➢ Avoid any barriers which may inhibit the child’s attempt to communicate

What do you say?
➢ Answer truthfully and completely (but don't share traumatic details)
➢ Answer only what is being asked
➢ Ask questions to check for understanding
➢ Keep your answers short and simple

Avoid euphemisms and confusing explanations of death
➢ Use simple terms
➢ Euphemisms tend to confuse rather than comfort
➢ Avoid making statements that will have to be retracted later
➢ Be careful with religious phrases

What do you do?
➢ Ok for the children to see you upset
➢ Encourage the expression of feelings
➢ Accept the feelings and reactions expressed by the child

Provide reassurance
➢ Be specific about rarity of death
➢ Talk about the “what ifs”
➢ May go through some fear of death and/or separation anxiety

Integrate personal religious beliefs into the explanations

Remember you will have to revisit/repeat this conversation often
➢ It takes at least 6 months for most children to work their way through the grieving process

Help the child complete the tasks of grieving
➢ Celebrate and remember the relationship
➢ Commemorate the relationship

The basic tasks of grieving are:
• Understanding
• Grieving
• Commemorating

Successful grieving helps person to:
• Accept the reality of the loss
• Experience the pain of grief
• Adjust to an environment in which the deceased is missing
• Withdraw emotional energy and reinvest it in another relationship

Source: Karen Gannon Griffith, GSCA Fall Conference 2006

Funerals & Children

Can or should children attend a funeral? As adults, the challenge is often to share enough information regarding death without saying too MUCH or too LITTLE. Children naturally begin to understand death as toddlers and youngsters (pets, insects, etc.). Every situation is different, but children can benefit from attending a funeral. Nothing replaces the judgment of a parent/guardian because you know your child the best, but I would encourage parents to think about how to teach children about death in a healthy, age appropriate way. Death is a natural part of life and we aren't helping children by sheltering them from it. We can find ways to be honest with them without sharing details that would be traumatic to them. I'm always happy to talk with parents about how to approach this subject with children of all ages.

Karen Gannon Griffith shared the below information in a seminar she led at the GSCA Fall Conference 2006.

Can Children Attend a Funeral?

If a child can attend a wedding, then can attend a funeral
➢ Is child old enough to sit quietly for that length of time?
➢ Is child old enough not to disrupt the ceremony?
➢ Is child old enough to let adults do what they have to do?

It can be a helpful experience
➢ Closure
➢ Learning experience
➢ Part of life

Educate and explain before you go
➢ It is a ceremony that happens when someone dies.
➢ What might they see?
➢ Where/when will it take place?
➢ What kind of clothing is appropriate?
➢ It is OK to cry – in fact, many might be crying
➢ What will happen after the ceremony?

Children's Understanding of Divorce by Karen Gannon Griffith

Preschoolers and Early Elementary
Understandings
+ Preschoolers recognize that one parent no longer lives at home
+ Elementary school children begin to understand that divorce means their parents will no longer be married and live together, and that their parents no longer love each other

Feelings
+ Will likely blame themselves for the divorce
+ May worry about the changes in their daily lives
+ Have more nightmares
+ May exhibit signs of sadness and grieving because of the absence of one parent
+ Preschoolers may be aggressive and angry toward the parent they “blame”
+ Because preschoolers struggle with the difference between fantasy and reality, children may have rich fantasies about parents getting back together

What Parents Can Do
+ Repeatedly tell children that they are not responsible for the divorce
+ Reassure children of how their needs will be met and of who will take care of them
+ Talk with children about their thoughts and feelings; be sensitive to children’s fears
+ Plan a schedule for time for children to spend with their other parent. Be supportive of children’s ongoing relations with the other parent.
+ Read books together about children and divorce
+ Gently, and matter-of-factly, remind children that the divorce is final and that parents will not get back together again.


Preteens & Adolescents

Understandings
~ Understand what divorce means but may have difficulty accepting the reality of the changes it brings to the family
~ Although thinking at a more complex level, still may blame themselves for the divorce

Feelings
~ May feel abandoned by the parent who moves out of the house
~ May withdraw from long-time friends and favorite activities.
~ May act out in uncharacteristic ways
~ May feel angry and unsure about their own beliefs concerning love, marriage, and family
~ May experience a sense of growing up too soon
~ May start to worry about “adult matters,” such as the family’s financial security
~ May feel obligated to take on more adult responsibilities in the family

What Parents Can Do

~ Maintain open lines of communication with children; reassure children of your love and continued involvement in their lives
~ Whenever possible, both parents need to stay involved in children’s lives, know children’s friends, what they do together, and keep up with children’s progress at school and in other activities
~ Honor family rituals and routines
~ If you need to increase children’s household responsibilities, assign chores and tasks that are age-appropriate; show appreciation for children’s contributions
~ Avoid using teenage children as confidants; plan special time for yourself with adult friends and family members
~ Tell children who will be attending special occasions, especially if you plan to take a new romantic partner

Helping Children Understand Divorce by Karen Gannon Griffith

HELPING CHILDREN UNDERSTAND DIVORCE

When parents decide to divorce, children need to know. The manner in which parents inform children of the divorce impacts the reaction of the children. It is important for parents to think carefully about how and what the children will be told. Divorce is an event which is traumatic to the children. It is worth the extra time and thought necessary to present it well to the children.



SIBLING RELATIONSHIPS IN DIVORCED FAMILIES

After a divorce, brothers and sisters may begin to interact differently. Some siblings become closer, while others may argue more and become emotionally distant. As parents become more focused on their own needs, the amount of attention given to the children may lessen. Some children respond by engaging in more conflict because they are competing for their parents’ attention. Other children engage in more conflict due to their own confusion and anger, venting those feelings on siblings. Still others turn to each other for emotional support.

Parents can help by:

• Talking with the children
• Listening to the children
• Spending time with each child individually

Remember that younger children are often better able to express their feelings. Be sure to talk with older siblings, even if they do not appear upset.


HOW TO TELL THE CHILDREN

When possible, the entire family should meet together so that both parents can answer children’s questions.
Set aside time to meet as a family.
Plan ahead of time what to tell the children.
Stay calm.
Plan to meet again.



WHAT TO TELL THE CHILDREN

• Do not give out too much information at once.
• Limit initial discussions to the most important and most immediate issues:
• Tell them their basic needs will be met – meals, help with homework, tucking them in at night
• Tell them their relationship with both parents will continue (if this is true).
• When there are going to be several changes, emphasize what will stay the same.
• Give reassurance with words and actions that parental love will continue even though there will be changes in family routine.
• Emphasize that the divorce is final – avoid giving false hopes of reconciliation.
• Emphasize that the divorce is not the fault of the children. The reassurance will need to be repeated over time.
• Ask the children about their fears and worries.
• Listen to the fears and worries of the children – really listen!
• Acknowledge the impact of the divorce on the children’s lives.

Divorce & Family Changes - Karen Griffith Resources

Karen Griffith is a professional school counselor in Duluth, GA (and previously worked right here in Rockdale County). She shared this list at the GSCA Fall Conference in 2006 (Georgia School Counselor Assoc.). She has lots of wisdom and was named one of the 10 finalists for ASCA's prestigious award of 2009 School Counselor of the Year.


Resources for Changing Families

Books for Adults

Changing Families: A Guide for Kids and Grownups by Fassler; Waterfront Books, 1988

For the Sake of the Children by Kline and Pew; Prima Publishing, 1992

Helping Children Cope with Divorce by Edward Teyber; Jossey-Bass, Inc., 1992

Kids are Non Divorceable (workbook) by Bonkowski; ACTA Publishers, 1987

Make It as a Stepparent by Berman; Harper Perennial, 1986

Surviving the Break Up: How Children and Parents Cope with Divorce by Basic Books, 1990

The Parents’ Book About Divorce by Gardner; Bantam Books, 1991

Books for Adults to Use with Children

All About Divorce by Mary Blitzer Field; Center for Applied Psychology

All Kinds of Families by Simon; Whitman and Co. 1976

Dinosaur’s Divorce by Brown and Brown; Little Brown and Co., 1986

Families are Different by Nina Pellegrini; Scholastic, 1991

How It Feels When Parents Divorce by Jill Krementz; 1984

Let’s Talk About It: Divorce by Fred Rogers; GP Putnam’ Sons, 1996

Mommy an Daddy are Fighting by Paris; Center for Applied Psychology

My Mom and Dad Are Getting a Divorce by Florence Bienenfeld; EMC Corporation, 1980

My Mother’s House, My Father’s House by C. B. Christiansen; Puffin Books, 1990

My Wicked Stepmother by Leach and Browne; MacMillan, 1992

When Mom and Dad Separate by Marge Heegaard; Woodland Press, 1991

When Your Parents Get a Divorce: A Kid’s Journal by Ann Banks, Puffin Books, 1990

Where Has Daddy Gone? By Trudy Osman; Ideals Children’s Books, 1989

Why are We Getting a Divorce? By Peter Mayle; Harmony Books, 1988

Agencies for Parent Support

Resource Center on Child Protection and Custody in Domestic Violence Situations

PO Box 8970

Reno, NV 89507

(800) 527 – 3223

Single Parent Resource Center

141 W 28^th Street #302

New York, NY 10001

(212) 951-7030

Joint Custody Association

10606 Wilkins Avenue

Los Angeles, CA 90024

(310) 475 – 5352

National Fathers Network Kindering Center

16120 NE 8^th Street

Bellevue, WA 98009-3937

(206) 747 – 4004

Children At Risk Today

http://www.curbet.com/cart

Self Help Improvement

http://www.selfgrowth.com/divorce.html

Why Won't They JUST TRY?

It can bee very frustrating for adults when students don't seem to care about school. It is like we have run into a wall and have no idea how to get around it. We may feel helpless and hopeless. I often hear things like, "I don't understand WHY my child won't just do this..." Sound familiar?

Dr. Gene Eakin taught me a lot this summer about this common problem when I attended the ASCA Conference in Dallas (American School Counselor Assoc.). Adults sometimes label children "lazy" when there is really much more going on. There is a reason for the way we all act, and it isn't always obvious to those around us (or even ourselves). Here are some ideas Dr. Eakin shared that I think can help us understand children (and adults!). With that knowledge and understanding, we can hopefully find a way to help students when their motivation or work ethic is struggling. No two individuals are the same, but I think these ideas apply to many, if not all of us. The below ideas were presented by Dr. Eakin and summarize some the work/ideas of Carol Dweck.


How Does Failing Impact Motivation?

• If a person fails and they think it is because they are NOT ABLE to do that thing, then he/she can develop "learned helplessness." He/she may think, "I do not have what it takes so why try.” This type of thinking can be a real obstacle and lead to a person giving up, withdrawing or putting attention on other tasks that they feel successful in (like talking on the phone, playing video games, other subjects, etc.).
  
• If a person fails and they think it is because the task/goal is very difficult, then he/she may think "I need to try harder" and/or "I need to try a different approach/strategy.” This tends to develop a strong sense of ability ("mastery orientation") and improves motivation.

How Does Success Impact Motivation?

• If a person thinks their success is a result of their ability and/or effort, this leads to a strong sense of ability ("mastery orientation") which motivates them to keep at it. The main idea here is that he/she may be thinking, "The harder I work, the smarter I get." He/she sees that their effort makes a difference and naturally wants to do more to get that thrill of "I did it!"
  
• If a person thinks his/her success is because of luck, fate or kindness or others, then a "mastery" orientation is NOT developed. His/her sense of ability will probably not improve. A sense of "learned helplessness" can continue because he/she thinks their effort has nothing to do with his/her success, so "Why try?"
  

The main danger in all of this is that learned helplessness can become a "self-fulfilling prophecy." Self-fulfilling prophecies are those beliefs we think are so true that they become true without us realizing that we are the force that is making it happen.

If you think that your child has a strong sense of learned helplessness, it is extremely important for the adults around him/her to watch carefully and point out when they achieve (no matter how small we think the task is). Pep talks have their place, but lecturing often doesn't help when a child really does not believe that they are able to succeed. Simply saying "You did it!" or "Great job" in an enthusiastic and decisive tone goes a long, long way. Afterall, what would each of us want to hear from our boss when we've accomplished something that was difficult or took more than one try? A 5 minute reflection on our shortcomings and then, "Way to go"....or "This was a difficult job and you really gave it your all. Great work."

It is true that children are NOT little adults, but we share many things in common and I think senses of pride and shame are among them.

Improving Student Motivation

I attended a wonderful seminar on improving intrinsic motivation in students. Intrinsic = internal...so think of students who want to succeed out of desire (rather than treats and rewards which are extrinsic, or EXternal). External rewards are good (adults love paychecks!), but we also want to develop our internal drive for success since this is more sustained in the long run, enhances a sense of satisfaction, and leads to more success.

The following information was shared with me by Dr. Gene Eakin, who is a professor at Oregon State University. He made MANY good points...one of which was that internal motivation is a LEARNED SKILL. Knowing how to motivate yourself is something that some people naturally have...but most of us need to practice strategies to help ourselves improve in this area.

Below is a "vocabulary list for achievement." Language is powerful - many of us easily remember the Little Engine That Could ("I think I can, I think I can, I think I can..."). Even elementary students can learn 'advanced' words if we teach them what those 'fancy words' mean. I hope you can let this list inspire you to use some words that don't always automatically show up as we talk with students. I think using these words and teaching them to kids will not only improve their vocabulary and writing, but also their determination and motivation.

Please see me if you have more questions on how to motivate students. Lecturing often doesn't bring the change we want and there is usually more we can do even when we think it is hopeless!



Language of Achievement
(Source: Dr. Gene Eakin, Oregon State University)

I have dreams I want to accomplish:

• dream
  
• values
  
• ambitions
  
• intention
• vision
  
• aspirations
  
• desires

I know my strengths:

• assets
  
• strengths
  
• qualities
  
• characteristics
• resources
  
• ability
  
• talent
  
• aptitude
• competence
  
• skill
  
• learning style
  
• VALUES

I am confident:

• confident
  
• can
  
• do
  
• believe
  
• hopeful
• sure
  
• positive
  
• optimistic
  
• certain

I know how to motivate myself:

• motivate
  
• inspire
  
• encourage
  
• hearten
• uplift
  
• strengthen
  
• fortify
  
• power

I take responsibility & set goals:

• goal
  
• objective
  
• aim
  
• intention
• purpose
  
• target
  
• aspiration

I take responsibility & make commitments:

• commit
  
• pledge
  
• assure
  
• give my word
• promise
  
• guarantee

I am resilient:

• persevere
  
• do not give up
  
• bounce back
• persist
  
• continue
  
• keep on trying
  
• overcome adversity
• self-reliant
  
• discouraged but not defeated

I know resources & who supports me & I know when/how to ask for help/support:

• resources
  
• friends
  
• mentors
  
• teachers
• help
  
• parents
  
• advocates
  
• Church/youth group

I achieve my goals:

• accomplish
  
• strive
  
• do your best
• endeavor
  
• attempt
  
• succeed
  
• make every effort
• extend yourself
  
• do my utmost effort

I take pride in effort and accomplishment:

• self-respect
  
• pride
  
• satisfaction
  
• fulfillment
• contentment
  
• happiness
  
• self-esteem
  
• self-respect

I know how to attribute success and failure:

• internal
  
• external
  
• try harder
  
• try smarter
• self-fulfilling prophecy & the power of thought