Tuesday, March 31, 2009

Two of Our Own Reach the 2009 NCAA Men's Final Four!

Prince George's County Public Schools congratulates two of its own, Dante Cunningham alumni of Potomac High School(left) and Maurice Sutton alumni of Largo High School (right) and the entire Villanova University Men's Basketball team for reaching the 2009 NCAA Men's Final Four!

Monday, March 30, 2009

William Hall ES Presents: Daddy and Me

William W. Hall ES
G. Washington, Principal
S. Roseman, Asst. Principal

Proudly Presents

Fun Night!

We are inviting all fathers, uncles, brothers, grandfathers, and other important male role models out to an evening of fun, food, and games! All you have to bring is a child and a smile!

When: Thursday April 2, 2009
(Please Use Cafeteria Entrance)
Where: William Hall Multi-Purpose Rm
Time: 6:30pm

If your child has more than one significant male in his or her life please consider sponsoring another child.

For more info contact Mrs. Reid @ 301-817-2933

Sunday, March 29, 2009



The Prince George’s County Board of Education wants to ensure that students in the Class of 2009 receive their diplomas this spring, and is sending the message that the way to do it is to “SIT…PASS…WALK: If you do not SIT and PASS the HSAs, you do not WALK at graduation.”
“Students and families need to be aware that the state mandates all high school seniors to pass HSAs in order to graduate this year,” said Board Chair Verjeana M. Jacobs, Esq. “We ask all members of the community to help us get the message out to students and parents about the HSA requirement and let them know what they need to do to ensure graduation in June.” Students must complete all four High School Assessments (HSA) in Algebra, Biology, English, and Government with a combined score of 1,602 in order to graduate. If students do not pass a test after taking it twice, they can work on a Bridge Plan project to meet the requirement.
Parents please view the SIT...PASS...WALK video at: http://www.youtube.com/watch?v=6CRniVV5UzY

ALERT: Parents of High School Students

According to the Bill & Melinda Gates Foundation American high schools and students face challenges to their persistence.

High Schools U.S. graduation and college-readiness rates are unacceptably low.

  • Nationwide just over 70 percent of students graduate from high school.

  • Graduation rates for African-American, Hispanic, and low-income students are lower still, hovering at slightly more than 50 percent.

  • Even with a diploma, only half of graduates leave high school prepared to succeed in college, career, and life.

Every student in the U.S. deserves the opportunity to attend a good school.Today, whether moving directly into the workforce or going to college, students leaving high school need the same skills and knowledge to succeed in life. They deserve strong schools that expect, challenge, and support them to do their best—regardless of race, income, or family background.

Improving education is the best way to create equal opportunity for all.The failure to ensure that all young people learn what they need to succeed undermines equality and opportunity--the fundamental values of the United States. Young people risk becoming less engaged, less prepared, and less capable of leading the nation into a brighter future.

How is the Gates Foundation Proposing to assist the development of a solution to an American crisis? They are working to raise high-school graduation and college-readiness rates.We focus our efforts on improving student success for African-American, Hispanic, and low-income students. They believe that all students should graduate from high school prepared to succeed in college, career, and life.

For information visit the Gates Foundation page on their approach: http://www.gatesfoundation.org/topics/Pages/high-schools.aspx

Parent Liaison of the Week: March 30- April 6, 2009

Jacob Novick - 2009 ACE Educators Award Recipient

Congratulations to Greenbelt ES Parent Liaison Jacob Novick for being selected for the 2009 ACE Educators Award. Mr. Novick was recognized for his exceptional contribution to the positive school experience of Greenbelt students. The ACE Educators Award is given by the Advisory Committee on Education - a community based organization whose members are appointed by the City of Greenbelt Mayor and Council. The Advisory Committee works to ensure that the schools attended by Greenbelt children are of the highest quality. Mr. Novick received the award at Greenbelt City Hall on March 23 during a reception for the co-workers, family, and friends of the award recipients.

Oaklands Elementary School: Parent Resource Room

Oaklands Elementary School
Home of the Falcons!

Believe that You Can Learn and You Will Learn...
Just Say "I Can!"

Mrs. Audrey Briscoe ~ Principal

School-based Parent Liaison
Rene Myers

ESOL Parent Liaison
Sonia Villafuerte

Thursday, March 26, 2009

The Department of Family and Community Outreach: 2009 Summer Programs

Summer enrichment programs for students grades 6th to 12th. Please review the information below.

FREE!! MIT announces its MITES Program, (Minority Introduction to Engineering and Science), a challenging 6 week summer program that prepares promising rising seniors for careers in engineering and science. If you are selected, all educational, housing, meals and activity costs are covered. You must, however, pay for your own transportation to and from MIT. To apply, go to http://mit.edu/mites/www

GEORGE WASHINGTON UNIVERSITY Science & Engineering Apprenticeship program (summer) - This program places academically talented H.S. students (at least 16 yrs old, sophomores/ juniors) with interest in science & math in Dept. of Defense laboratories for an 8-wk period over the summer. This is an invaluable experience in the world of scientific research, with hands-on exposure to scientific & engineering practices not available in the HS environment. It is a paid apprenticeship ($2,000) and the students are assigned a scientist or engineer as their mentor. To apply online or get more information about the program: http://www.usaeop.com. Students must submit their transcript (minimum GPA 3.0) and teacher recommendation to the program director for consideration and daily transportation is the student's responsibility. Program runs from June 22 - August 14, 2009.

FREE!! Princeton University announces its Summer Journalism Program for low-income sophomores or juniors with at least a 3.5 GPA (on a 4.0 scale) who have an interest in journalism. The cost is free including travel costs to and from Princeton ! Apply now! Go to www.princeton.edu/sjp

FREE!! The National Center for Health Marketing's Global Health Odyssey Museum is pleased to offer the 2009 CDC Disease Detective Camp (DDC). DDC is an academic day camp for students who will be high school juniors and seniors during the 2009-2010 school year. Campers will take on the roles of disease detectives and learn how CDC safeguards the nation's health. The camp will be offered twice from June 22-26 and July 13-17. For more info and to apply to go www.cdc.gov/gcc/exhibit/camp.htm.

FREE!! The American Legion sponsors a week-long summer leadership program called Boys State. This year's program will be held at McDaniel College in Westminster , Maryland from June 21-27. If you are a junior interested in a leadership opportunity see your guidance counselor right away for more information.

The Leadership Center at Morehouse College presents the 2009 Coca-Cola Pre-College Leadership Program. There are 2 programs, one for male students completing their sophomore or junior year, and the other for male students completing their senior year. Applicants must have a minimum 3.0 GPA (on a 4.0 scale). The curriculum focuses on personal and interpersonal leadership skills. The program runs from June 20 to June 26. The cost is $400.00. To apply, go to www.morehouse.edu. Application access is listed under "Events at the Leadership Center "

NASA sponsors the National Space Club Scholars Program, a 6 week summer internship at NASA's Goddard Space Flight Center. It is open to students who will be 16 years old and have completed the 10th grade by June 2009, have demonstrated high academic success, and have an interest in space science or engineering as a career. Applicants must be U..S. citizens. Applications are available in the Career Center or online at www.education.gsfc.nasa.gov/pages/placement.html

University of Maryland , College Park : Women in Engineering, E2@UMD, July 12-18 or July 19-25; rising juniors and seniors. Go to www.wie.umd.edu/precollege or call 301-405-3283

University of Maryland Young Scholars Program targets rising juniors and seniors who have a strong academic record and a desire to excel to experience college life while earning three academic credits. 14 courses are offered for three weeks from July 12 – 31, 2009. Visit www.ysp.umd.edu/pr

CITY YEAR, WASHINGTON DC (Americorps) - Graduating seniors who are not20sure what they want to do after high school should consider applying for a paid community service position with City Year, Washington, DC., a group of 17-24 year olds committed to full-time service for ten months in the Washington, DC community. Benefits include: living stipend ($200 per week), health care coverage, free metro pass, and $4,725 educational scholarship. For more info: www.cityyear.org or email: cmurphy@cityyear.org/dc or call: 202-776-7780, Amanda Seligman. Recruitment open houses will be held once a month at their headquarters: 918 U Street, NW, 2nd floor, Washington

University of Maryland, College Park Summer Programs

Stepping Stones to Your Future Stepping Stones to Your Future is an annual summer engineering camp for rising 7th and 8th graders, offered by the University of Maryland, College Park. This one-week commuter camp is an excellent opportunity for young men and women who are interested in science and engineering to work with current University of Maryland students on a variety of fun and hands-on engineering activities.

Up, Up and Away Elementary school (rising 4-6 graders)June 29-July 2, 8:30 a.m. – 12:00 p.m)Middle School (rising 7-9 graders)July 6-July 17, 8:30 a.m. – 4:00 p.m.Students will learn about the science of flight through exciting hands-on activities, a field trip and guest speakers. Topics discussed will include compression and expansion air, history of flight, flight patterns, and aerodynamic forces. Activities include constructing balsa wood gliders. The program will culminate with an academic fest where family and friends will be invited. Engineering Programs for 9th through 12th Grade Students

Terp Engineers This program is an engineering summer camp for students entering the 9 th or 10th grade. This one-week commuter camp is an opportunity for young men and women who are interested in science and engineering to work on a variety of challenging and hands-on engineering activities.

S.P.I.C.E. Camp is co-sponsored by the Center for Minorities in Science & Engineering and the Women in Engineering Program. This four-day commuter program is for young women who will be entering the 9th and 10th grade and would like to learn more about engineering. Students will be introduced to the world of engineering through projects, tours, and guest speakers. Each activity is intended to highlight the relevance of engineering in our daily life and how engineering can work to improve societal problems. All activities will be supervised by current engineering students.

Discovering Engineering This program is an engineering summer camp for high school students (rising juniors and seniors). Find out if engineering is for you. Meet faculty, tour one-of-a-kind labs and facilities, and learn about the various engineering disciplines offered at the University of Maryland. You will live on campus and participate in a variety of activities including laboratory work and demonstrations, lectures, discussions, computer instruction and team design projects.
ESTEEM (Engineering Science and Technology to Energize and Expand Young Minds) Offered by the Center for Minorities in Science and Engineering for rising High School Seniors, ESTEEM is a two-week research methodology seminar with lab demonstrations, lab tours, lab experiments, a computer/internet workshop, and a SAT Workshop. Students who participate in the program will have the opportunity to have an academic year-long independent research project with an engineering faculty member.

http://www.wie.umd.edu/precollege/e2umd.html E2@UMD is a one-week summer program for high school women (rising juniors or seniors) who are considering engineering as a possible major and career. You will live on campus for one week and explore the world of engineering through fun hands-on activities, laboratory experiments, informative workshops, team LEGO challenges and seminars with professional engineers.

SAT Strategies Workshop This program is open to all rising 10th, 11th and 12th grade students. The focus of this workshop will be on successful test-taking skills and reasoning strategies to help students maximize their score on the SAT. Topics will be presented relevant to the math, verbal and new writing sections of the test. The program provides 40 hours of instruction, a pre-test and a post-test, as well as periodic evaluations to gauge student progress throughout the workshop. Choose from two sessions that will be offered, one in the morning and the other in the afternoon. Textbooks, supplemental materials and snacks are included.

Young Scholars Program The Young Scholars Program is for high schools students (rising juniors and seniors). The program lets you experience college life first-hand by choosing one three-credit, college-level course. And you'll continue learning outside the classroom, with evening seminars on college admission and scholarship application strategies, field trips and social events. Three courses of interest to budding engineers are ENES100: Introduction to Engineering Design, ENES140: Discovering New Ventures-Foundations of Entrepreneurship, and ENES 104: Introduction to Materials and their Applications-What Are Things Made From?

WIE LEAD Academies The Women in Engineering Leadership Enhancement, Application and Design Academies provide students with the opportunity to spend 1-2 days learning and applying principles related to a particular engineering discipline found at the University of Maryland.

Wednesday, March 25, 2009

Women's Day: May 11, 2009


presented by:


May 11 2009

A Celebration of Your Commitment to the Success of Students

Mothers, Grandmothers, Aunts, Sisters, Nieces And Significant Female Role Models
Are Invited To Visit Your Child’s Classroom

Tuesday, March 24, 2009

Encouraging Parent Involvement at the High School Level

Collaborating for High School Student Success: A Case Study of Parent Engagement at Boston Arts Academy: By Monique Y. Ouimette, Jay Feldman, and Rosann Tung


While the literature on parent involvement cites many examples of chal­lenges to parent involvement and suggestions to overcome them, few models of extensive parent involvement in urban, public high schools have been described. The Boston Arts Academy is an example of a school in such a setting. It engages a vast majority of its parents in school-based activities through multiple entry points, a welcoming school environment, and frequent communication among staff and parents. By focusing on building a diverse, inclusive culture and en­couraging parents to take part in the school community, BAA engages parents with varied prior experiences and dispositions toward involvement. This case study’s findings suggest several key approaches other schools may adopt. This study can be retrieved from:

One Dream, Two Realities
Perspectives of Parents on America’s High Schools

A report by Civic Enterprises in association with Peter D. Hart Research Associates for the Bill & Melinda Gates Foundation by: John M. Bridgeland John J. DiIulio Ryan T. Streeter James R. Mason (October, 2008)

Executive Summary

The findings in our report show that America is rich with parents who have high aspirations for their children, a knowledge that children need parents involved in their high school experience, an understanding that today’s economy demands more education of their children, and, among a significant portion of them, a dissatisfaction with how schools are educating their children and engaging them as parents. Parents see two very different school systems in America – one that is largely fostering academic achievement in their students and another that is not; one that is effectively engaging parents in the academic lives of their children and another that is failing to do so. This study can be retrieved from:

Strengthening Parents’ Ability to Provide the Guidance and Support That Matter Most in High School By Tim Taylor and Jennifer Dounay (August 2008)


A convincing body of evidence confirms what common sense suggests: The higher the expectations of parents, the steadier their guidance and support, and the greater their sense of partnership with teachers and other staff, the better their child’s chances of academic success. Perhaps at no stage of schooling is parental involvement more vital than in the upper grades. Regardless of a family’s socioeconomic status or background, young people with involved parents are more likely to attend school regularly, earn a high school diploma and continue to postsecondary education.1 But survey findings make clear that too few parents understand — let alone provide — the kind of involvement and support that matter most during students’ high school years. And relatively few state policies give schools and districts guidance on how to meaningfully involve parents of secondary-level students in their child’s education. This study can be retrieved from: http://www.ecs.org/clearinghouse/78/48/7848.pdf

President Obama's Global Op-Ed: "A time for global action"

More than 30 papers around the world ran an op-ed today by President Obama today, in which he outlined the urgent need for arguing global economic cooperation:

We are living through a time of global economic challenges that cannot be met by half measures or the isolated efforts of any nation. Now, the leaders of the Group of 20 have a responsibility to take bold, comprehensive and coordinated action that not only jump-starts recovery, but also launches a new era of economic engagement to prevent a crisis like this from ever happening again.
No one can deny the urgency of action. A crisis in credit and confidence has swept across borders, with consequences for every corner of the world. For the first time in a generation, the global economy is contracting and trade is shrinking.

Trillions of dollars have been lost, banks have stopped lending, and tens of millions will lose their jobs across the globe. The prosperity of every nation has been endangered, along with the stability of governments and the survival of people in the most vulnerable parts of the world.Once and for all, we have learned that the success of the American economy is inextricably linked to the global economy. There is no line between action that restores growth within our borders and action that supports it beyond.

If people in other countries cannot spend, markets dry up — already we've seen the biggest drop in American exports in nearly four decades, which has led directly to American job losses. And if we continue to let financial institutions around the world act recklessly and irresponsibly, we will remain trapped in a cycle of bubble and bust. That is why the upcoming London Summit is directly relevant to our recovery at home.My message is clear: The United States is ready to lead, and we call upon our partners to join us with a sense of urgency and common purpose. Much good work has been done, but much more remains.

Our leadership is grounded in a simple premise: We will act boldly to lift the American economy out of crisis and reform our regulatory structure, and these actions will be strengthened by complementary action abroad. Through our example, the United States can promote a global recovery and build confidence around the world; and if the London Summit helps galvanize collective action, we can forge a secure recovery, and future crises can be averted.

Our efforts must begin with swift action to stimulate growth. Already, the United States has passed the American Recovery and Reinvestment Act — the most dramatic effort to jump-start job creation and lay a foundation for growth in a generation.

Other members of the G-20 have pursued fiscal stimulus as well, and these efforts should be robust and sustained until demand is restored. As we go forward, we should embrace a collective commitment to encourage open trade and investment, while resisting the protectionism that would deepen this crisis.

Second, we must restore the credit that businesses and consumers depend upon. At home, we are working aggressively to stabilize our financial system. This includes an honest assessment of the balance sheets of our major banks, and will lead directly to lending that can help Americans purchase goods, stay in their homes and grow their businesses.

This must continue to be amplified by the actions of our G-20 partners. Together, we can embrace a common framework that insists upon transparency, accountability and a focus on restoring the flow of credit that is the lifeblood of a growing global economy. And the G-20, together with multilateral institutions, can provide trade finance to help lift up exports and create jobs.

Third, we have an economic, security and moral obligation to extend a hand to countries and people who face the greatest risk. If we turn our backs on them, the suffering caused by this crisis will be enlarged, and our own recovery will be delayed because markets for our goods will shrink further and more American jobs will be lost.

The G-20 should quickly deploy resources to stabilize emerging markets, substantially boost the emergency capacity of the International Monetary Fund and help regional development banks accelerate lending. Meanwhile, America will support new and meaningful investments in food security that can help the poorest weather the difficult days that will come.

While these actions can help get us out of crisis, we cannot settle for a return to the status quo. We must put an end to the reckless speculation and spending beyond our means; to the bad credit, over-leveraged banks and absence of oversight that condemns us to bubbles that inevitably bust.Only coordinated international action can prevent the irresponsible risk-taking that caused this crisis. That is why I am committed to seizing this opportunity to advance comprehensive reforms of our regulatory and supervisory framework.

All of our financial institutions — on Wall Street and around the globe — need strong oversight and common sense rules of the road. All markets should have standards for stability and a mechanism for disclosure. A strong framework of capital requirements should protect against future crises. We must crack down on offshore tax havens and money laundering.

Rigorous transparency and accountability must check abuse, and the days of out-of-control compensation must end. Instead of patchwork efforts that enable a race to the bottom, we must provide the clear incentives for good behavior that foster a race to the top.I know that America bears our share of responsibility for the mess that we all face. But I also know that we need not choose between a chaotic and unforgiving capitalism and an oppressive government-run economy. That is a false choice that will not serve our people or any people.

This G-20 meeting provides a forum for a new kind of global economic cooperation. Now is the time to work together to restore the sustained growth that can only come from open and stable markets that harness innovation, support entrepreneurship and advance opportunity.

The nations of the world have a stake in one another. The United States is ready to join a global effort on behalf of new jobs and sustainable growth. Together, we can learn the lessons of this crisis, and forge a prosperity that is enduring and secure for the 21st century.

Americans for the Arts and the National School Board

The arts serve as a critical component to a complete education and are proven to increase student academic achievement. Young people who consistently participate in comprehensive, sequential, and rigorous arts programs are:

  • 4 times more likely to be recognized for academic achievement

  • 3 times more likely to be elected to class office within their schools

  • 4 times more likely to participate in a math and science fair

  • 3 times more likely to win an award for school attendance

  • 4 times more likely to win an award for writing an essay or poem

  • For many of America's youth, public schools serve as the major provider of formalized arts instruction.

For information about Americans for the Arts and the National School Board visit their website at http://www.americansforthearts.org/information_services/arts_education_community/default.asp

Department of Family and Community Outreach Presents: An Aspiring Artist

Mr. Keenan A. is a second grader who has an avid interest in animation and enjoys drawing cartoon characters and comic strips. Keenan is known for his unique color combinations and his ability to tell a story through his art. Keenan's hobbies are basketball and caring for his reptiles.

25 Ways Fathers and Significant Male Role Models Can Get Involved in the Academic Lives of Their Children

Michael A. Robinson

  1. Observe your child’s classroom
  2. Participate in at least one Parent-Teacher Conference
  3. Ensure the completion of your child's ILP (Individual Learning Plan) This should be an intense conversation with your child's school counselor
  4. Attend at least one extra curricular (non-sporting) event this school year
  5. Join and participate in your child’s school or any school’s formal parent organization (PTA/PTSA/PTO)
  6. Assist with homework assignments
  7. Volunteer at least seven hours at your child’s school
  8. Meet your child’s Principal
  9. Check your child’s backpack everyday
  10. Complete and review all forms sent home by school officials
  11. Meet your child’s Parent Liaison/Principal
  12. Consider becoming a teacher
  13. Ensure your child has school supplies for the entire school year
  14. Review the School Calendar and become familiar with activities and school closings
  15. Discuss current and future goals with your child
  16. Discuss with your child how education plays a role in reaching goals
  17. Become familiar when possible with the health conditions of your child
  18. Meet regularly with school counselor and together advise your child in making the correct choices in education
  19. Participate in a variety of activities with your children
  20. Understand your Rights as a Parents within the school system
  21. Learn to navigate the school system
  22. When possible attend a School Board meeting
  23. Sign up to receive e-mail news updates from the school system
  24. Visit the school system's Web site to remain informed
  25. Join your child school’s School Improvement Team (SIT) or School Planning Management Team Meetings (SPMT)

Sunday, March 22, 2009

Parent Liaison of the Week: March 23-30, 2009

The Department of Family and Community Outreach Presents
Parent Liaison: Stephanie Simon-Flecther

My name is Stephanie Simon-Flecther and I am a Parent Liaison at Princeton Elementary School. My primary responsibilty is to provide services to facilitate parental involvement, communication and collaboration between school staff and families of students in order to enhance student achievement.

My goal is to work with parents to improve their understanding of school policies, procedures and educational requirements. I am under the supervision of the school's Principal were I have assigned the task to develop and implement plans to foster families’ participation in training and educational opportunities which will aid them to support the social and academic achievement of their children.

Please mark your calendars for the Monthly Parent Workshops entitled “Chat & Chew”. This is a hour long workshop for parents to gain specific knowledge on how they can better assist their child to achieve in school. Parents and significant adult role models are the primary educator of children.

Parrents of Princeton Elementary are encouraged to participate in our Princeton Parents Technology Tree (PPTT) where you will receive emails pertaining to activities, events, and meetings taking place at Princeton Elementary.

In addition there are opportunities and resources that may be beneficial to you and your family. The staff at Princeton Elementary are here for you and your children. Please feel free to contact me at (301) 702-7650 ext.263 or via of email at Stephanie.Fletcher@pgcps.org if I can be of any assistance. In addition, please feel free to view my web page at: http://www.pgcps.org/~prince/simon.htm.

Friday, March 20, 2009

Prince George’s Board of Education Mentoring Program: Connecting Generations


The Prince George's County Board of Education is seeking nonprofit organizations and community partners to provide mentors for Prince George's County public school students. The Board of Education, in collaboration with the Prince George's County Public Schools (PGCPS) Division of Student Services, is hosting the Mentor Orientation sessions.

Mentors only working with students in a supervised setting are required to have a commercial background check at a cost of $7. Anyone with unsupervised access to students must first submit to a full criminal history, fingerprint background check at a cost of $61. For more information, contact Michael Robinson at 301.925.2535. You are also welcome to complete an online mentor profile at http://www.kpscholars.com/become_a_mentor.php

Upcoming Features

The Department of Family and Community Outreach believes ongoing communication between home and school is the key to increasing the academic success of students. Below are a few upcoming features plan for our blog over the next several weeks:

  • Ask The Expert

  • Parent Corner

  • Resources in Your Community

  • Parental Engagement Cookbook

  • Art Focus (parents submit art from their children in jpeg format)

BOE Engages Community, Second Series of Meetings

The Prince George’s County Board of Education is hosting a second series of meetings in every school board district throughout the county in March and April. With the theme “Taking Your Board to the Community,” the meetings will provide opportunities for students, parents, and citizens to discuss public school issues. During the meetings, Board Members will share information on topics of interest and report on school system programs and initiatives.

“This Board of Education is committed to providing ongoing opportunities to get involved in public education,” said Board Chair Verjeana M. Jacobs, Esq. “Through such collaboration, we learn what is important to our stakeholders, and can use that input when developing school district policies.”

The first community meeting on March 2 is specifically geared towards students attending Prince George’s County Public Schools (PGCPS). March 9 will begin the district meetings containing information of interest to all community members. All community meetings will begin at 7 p.m. For more information, call the Board Office at 301-952-6115. Spanish Interpretation will be available at the meetings. Meetings are scheduled as follows:

April 29

Marlton ES
8500 Old Colony SouthUpper Marlboro
District 1/At-Large

March 30

Dwight D. Eisenhower MS
13725 Briarwood Dr.Laurel
District 4/At-Large

April 20

Isaac J. Gourdine MS
8700 Allentown Rd.Ft. Washington
District 3/At-Large


Suitland HS
5200 Silver Hill Rd.District Heights

Parents Assisting Teachers: PAT

Parent Liaisons Host PAT Training

Parent Liaisons Dorothy Hampton of Northview ES and Sharon Breedon of Whitehall ES recently coordinated two very successful Parents Assisting Teachers (PAT) training classes. The first class was held on February 21 at Bowie City Hall, with more 50 parents in attendance. The class was conducted by Breedon and Johnna Lathan, a parent liaison at William Paca ES. The second PAT training was conducted at Northview ES on February 24, with an additional 15 parents attending the class. This session was led by Lathan and Sherlerina Garner of Hyattsville MS.

The Prince George’s County Public Schools (PGCPS) Fingerprinting Unit was on site to fingerprint more than 30 parent volunteers. Thanks to these collaborative efforts, 55 parent volunteers are now prepared to assist teachers in the classroom and help meet the needs of students Fred Lewis, Manager of Giant Food at Collington Plaza, and Kau Shik, Manager of the Subway Sandwich Shop at Bowie Town Center, aided in the success of the event by providing refreshments for participants.

Thursday, March 19, 2009


Congresswoman Edwards, Lt. Governor Brown Visit Seat Pleasant ES to Discuss
Support for Employees, and Children Challenged by Poverty and Special Needs

The Prince George’s County Board of Education and Interim Superintendent Dr. William R. Hite, Jr. applauded Congresswoman Donna F. Edwards (D-4th) and Maryland’s Lieutenant Governor, Anthony G. Brown, today for their quick action to save jobs and continue driving academic reforms in Prince George’s County Public Schools (PGCPS). Congresswoman Edwards and Lt. Governor Brown visited with some of the beneficiaries of the federal stimulus funding this morning at Seat Pleasant Elementary School, where both read to students and discussed the American Recovery and Reinvestment Act.

“When school districts like ours were facing disastrous budget cuts that threatened to disrupt student learning, a lifeline was extended to our schools by President Barack Obama, Congresswoman Edwards, and our other federal and state partners,” said Board Chair Verjeana
M. Jacobs, Esq. “While these continue to be extraordinarily difficult financial times, the quick action of the O’Malley-Brown Administration and our state legislature has enabled us to use stimulus funding to reduce job losses and restore support for programs that help our most vulnerable children.”

Following Governor Martin O’Malley’s announcement on February 20 that federal stimulus funds for public education were coming to Maryland, the Prince George’s County Board of Education was able to make significant changes to its Fiscal Year 2010 Requested Operating Budget. Because of aid from President Obama's economic recovery and reinvestment plan, PGCPS employees were not furloughed and more than 300 jobs were restored, including 106 teaching positions. The Board of Education used stimulus funds to provide 21 new positions for special educators to help a growing number of students with autism in Prince George’s County public schools.

“In Prince George’s County public schools, student achievement has risen dramatically in every subgroup over the last two years. It is imperative that we keep effective teachers teaching and support even higher levels of student achievement,” said Interim Superintendent Dr. William R. Hite, Jr. “With stimulus funding, budget cuts are not as severe and we are better able to sustain the phenomenal progress being made by our teachers and students.”

PGCPS anticipates more than $142 million in total state aid restored for Fiscal Years 2010 and 2011, including $82.8 million in non-restrictive funds allowing Governor O’Malley to fully fund the Geographic Cost of Education Index at $39 million for each fiscal year. Supplemental grant funding will be restored to $19 million each year, and the formula for non-public placements of students will be returned to an 80/20 ratio, meaning PGCPS will continue to fund only 20 percent of the overall costs for students requiring special accommodations outside of the PGCPS school district ($10.8 million each year).

Additionally, $60.4 million will be received as restricted funds for the next two fiscal years, when approximately $14 million will be used to support students with special needs. Additionally, $15 million will be used to support schools with large numbers of children who qualify for federal Title I support to help overcome the challenges of poverty, and PGCPS will receive $600,000 for Education Technology grants each year.

Parental Engagement By The Numbers

Division of Student Services
Department of Family and Community Outreach

February 2009 Parental Engagement Data:

# of Participation Events Held at Schools
# of Men participating in non-sports related events at school (5,580)
# of Women participating in non-sports related events at school (10,303)
Total # of Parents participating in non-sports related events at school (15,883)
# of Classroom Observations
Total # of Workshops (152)

# of Men participating in Workshops (1,159)
# of Women participating in Workshops (2,199)
Total # of Workshop Participants (3,358)

You are your child’s first and most important teacher.

Parents your involvement doesn’t end when your child starts school. Here’s how you can continue to help:

Stay Positive
Show your child that homework is important to you. Avoid complaining about homework, or
agreeing that someone is “too hard.” Instead, when your child faces a challenge, show confidence in your child. Brainstorm together to find a solution.

Show an interest in your child’s work
Ask your child about school and homework every day. Listen carefully to what your child says. Ask about friends and other aspects of school, as well. Good communication is the key to a positive relationship with your child.

Change as your child changes
Each year, your child’s homework load will change. The work may seem more challenging as your child grows, but you can always play a helpful role.

Give lots of encouragement
Praise your child for a job well done. For example, you can say: “Great job on your spelling homework! I’m really proud of your progress. I believe in you! What matters most is that you do your best.”

Celebrate your child’s success
Take time to celebrate special achievements. You can share a special treat, play a game together or do something your family enjoys. But be sure not to use these rewards as bribes.

Make School Attendance a Major Priority

With spring just around the corner, you may be planning to take your child out of school for an extra day or two. You’ll just ask the teacher for advance homework. Missing a few days won’t really matter, will it? Actually, those few days of absence can matter a lot. Think about the things your child may be missing that can’t be made up with homework. The class discussion about the book they are reading can’t be captured in homework. Neither can the science demonstration or the group project for history. In some subjects, like math, missing even a few days is a problem because learning builds on what students already know. Extra homework will not make up for the things your child misses when their out of school. So instead of taking your child out of school, make an extra effort to improve their attendance this month.

Source: Jennifer Railsback, “Increasing Attendance: Strategies from Research and Practice” (Northwest Regional Education Laboratory, www.nwrel.org/ request/2004june/warm.html).

Photos of the 2010 Parental Engagement Conference

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The Middle School Years

Visits From Engaged Parents and Dedicated Educators