All I want for Christmas is a Hero like Miss Samantha Brown

On January 18, 2015 while we were closing schools for the Christmas holiday and enjoying those last day class parties one of our dedicated instructional aides, Miss Samantha Brown took the day off.  I usually don't prefer someone taking time off before a holiday, but in this case, I didn't mind at all.  You see Miss Brown gave her cousin a gift for Christmas and gave me a new hero to point my children too.  Miss Brown donated a kidney to her cousin.  Thankfully, to my knowledge everyone is doing well.  I just want to take this moment recognize one of our school district's employees and say thank you for being a role model to girls like my daughter and a hero to big old guys like myself.  Merry Christmas! I look forward in seeing you again in 2016.

Samantha with my daughter Katy

CHRISTMAS COMES TO BREWTON

Wow! It seems like yesterday we started school and now its Christmas.  I love Christmas for several reasons both personally and professionally.  Christmas is an important part of my faith, but professionally Christmas allows me the opportunity to see the joy and wonder through the eyes of a child again.  This year my wonderful team of professionals in our district's Exceptional Education Classroom gave me the wonderful gift to see our exceptional kids enjoy themselves.  I would like to share some pictures:

I would like you to meet our staff from left to right: Mrs. Marsha Garrett, Coach Kevin Madden, Santa, and Mrs. Kelly Hinote.  I am very proud of you!

Santa took the time to visit us during a very busy time. I would like to thank Hope Place for helping us out with travel arrangements.  I believe Coach Madden only had to make a phone call to the North Pole to get Santa to come and visit. I believe Coach Madden knew someone in Santa's family.  It is always good to have connections.

Searching for those goodies!  

I wonder how Santa knew he like Ninja Turtles?

 

Here is one of our young guys looking to find out what Santa may have brought him this year.  He is a real Ninja Turtle fan.  

Santa took pictures with our all guys and even a few well lets say older kids as well:

Coach Madden was relieved he didn't have to go the mall this year.

I promise, I was a good boy this year.

 

Santa even took time for the naughty ones as well.

Least we forget we eat pizza, brownie, and lots of other goodies brought to the classroom by very devoted people and to them I say thank you!

This young man ate almost a whole pizza by himself.  Santa was not his thing but he loved the food.  

As I leave you this day, I wish each and everyone of you a very Merry Christmas or A Happy Holiday. Please be careful and safe and we look forward to seeing you again on January 5, 2015.  

 

Family Resources for English for Second Lanaguage Students

Family Resources:

• Family Webinar Part I: My child is an English
  Language Learner. What does that mean?
  (English) Site
• Presentación para los padres - Parte 1 - Mi hijo es un 
  estudiante del idioma inglés. ¿Qué significa esto? Site
  Family Webinar Part I: My child is an English Language Learner. What does that mean? (Spanish)
• Family Webinar Part II: My child is an
  English Language Learner. How is my child's
  language development supported at school?
  (English) Site
• Presentación para los padres - Parte 2 - Mi hijo es un 
  estudiante del idioma inglés. ¿Cómo apoya la escuela el
  desarrollo del lenguage de mi hijo? Site
  Family Webinar Part II: My child is an English Language Learner. How is my child's language development supported at school? (Spanish)
• Family Webinar Part III: My child is an
  English language learner. How do I know if my
  child is making progress? (English) Site
• Presentación para los padres - Parte 3 - Mi hijo es un
  estudiante del idioma inglés. ¿Cómo puedo saber si mi hijo
  está progresando? Site
  Family Webinar Part III: My child is an English language learner. How
  do I know if my child is making progress? (Spanish)

A Parents Guide: Special Education Disability Areas.

I know something is wrong.  This is a common statement I hear from parents regarding their children who contact me regarding suspected learning disabilities. I understand as a parent myself this is a difficult question to ask someone at your child's school.  I would like to share with you a general description of what disabilities that special education addresses in a public school program. Remember, if your child has a issue you are uncertain what to do, please feel free to contact me at 251-867-8400 or djones@brewtoncityschools.org. 

A child may qualify for special education services in one of the following disability area:  

AUTISM

A developmental disability that significantly affects verbal and nonverbal communication and social interaction evident before age three that adversely affects educational performance.

DEAF-BLINDNESS

A combination of both hearing and visual impairments causing severe communication and other developmental and educational needs.

DEVELOPMENTAL DELAY

A significant delay in one or more of the following areas may identify a child for this area of the disability on his or her third birthday:

1.  Adaptive development
2.  Cognitive development
3.  Communication development
4.  Social and emotional development
5.  Physical development

EMOTIONAL DISABILITY

A disability in which one or more of the following characteristics are exhibited over a long period of time and to a marked degree, adversely affecting educational performance:

An inability to learn which cannot be explained by intellectual, sensory or health factors; An inability to build or maintain satisfactory interpersonal relationships;Inappropriate type of behavior or feelings under normal circumstances;A general pervasive mood of unhappiness or depression;A tendency to develop physical symptoms or fears associated with personal or school problems.

HEARING IMPAIRMENT

An impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance. The term includes both deaf and hard of hearing.

INTELLECTUAL DISABILITY

Significantly below average general intellectual functioning existing along with deficits in adaptive behavior and manifested during the developmental period that adversely affects the child's educational performance.

MULTIPLE DISABILITIES

The combination of impairments such as Intellectual Disability and Blindness or Intellectual Disability and Orthopedic Impairment with causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include fearfulness.

ORTHOPEDIC IMPAIRMENT

Limited strength, vitality or alertness due to chronic or acute health problems such as heart condition, diabetes, sickle cell anemia, or attention deficit disorder. The impairment must adversely affect educational performance.

SPECIFIC LEARNING DISABILITY

A disorder in one or more basic psychological process involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations.

SPEECH AND LANGUAGE IMPAIRMENT

A communication disorder such as articulation, voice, language, or fluency, which adversely affects a child's educational performance.

TRAUMATIC BRAIN INJURY

An acquired injury to the brain caused by external physical force, resulting in total or partial functional disability or psychosocial impairment or both, that adversely affects educational performance.

VISUAL IMPAIRMENT

A visual impairment that, even with correction, adversely affects a child's educational performance.

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PRESCHOOL SPECIAL EDUCATION

Children between the ages of three and six with any of the previously mentioned disabilities may qualify for preschool special education services. We serve children who reside in our jurisdiction. 

School Wide Title 1: What is the 1% set-aside and how are parents involved?

What is the 1% set-aside and how are parents involved?

According to federal regulations, any LEA with a Title I Allocation exceeding $500,000 is required by law to set aside 1% of it’s Title I allocation for parental involvement. Currently, Brewton City Schools is well below this $500,000 mark  However, we do set-aside 1% of our allocation for parental involvement.  The federal advisory, or Title 1 advisory committee meeting, on May 21, 2015 approved our set-aside proposal.

Total Federal Funds

PROGRAMS	FY 12	FY 13	FY 14	FY15	FY16	FOCUS
Title 1	289,472	293,674	274,697	280,861	276,676	At-Risk Students
Title 2 Part A	58,390	57,876	54,577	54,782	54,488	Class Size Reduction
Title 6	27,514	15,295	21,311	22,443	?	Rural Education
Carl Perkins	13,727	13,720	11,448	13,240	13,119	Career/Tech
IDEA	251,534	251,189	233,903	241,600	241,298	Special Education
IDEA Preschool	6,454	6,452	6,337	6,349	6,337	Preschool
21st Century	125,000	125,000	200,000	200,000	200,000	Extended Day or Year

Everybody Learns Every Day!

I want to give a shout out to our kids who work with Mr. Madden.  They are building an aquatic habitat in the classroom.  They discovered near the rear of central office building, a creek with aquatic animals, such as turtles, small to midsize fishes, and an eel/large salamander who have been eating our turtles. 

For the last several weeks, they have been feeding the fish and turtles. Plus, they have had a wonderful time enjoying each others' company and the exploration of their natural surrounding.  They would make E.O. Wilson proud.   

They have procured for themselves an aquarium and are now stocking the aquarium with a sampling of the fish they catch.  I am proud of you boys.  

What Does It Mean to be a Title I School? 2015-2016

Being a Title I school means receiving federal funding (Title I dollars) to supplement the school’s existing programs.  These dollars are used for…

• Identifying students experiencing academic difficulties and providing timely assistance to help these students meet the State’s challenging content standards.
• Purchasing supplemental staff/programs/materials/supplies
• Conducting parental Involvement meetings/trainings/activities
• Recruiting/Hiring/Retaining Highly Qualified Teachers

Listed below are the service and activities at Brewton Elementary School and Brewton Middle School.  

Title 1 Services/Activities at Brewton Elementary School

1. Employing instructional aides to operate the school’s computer labs to assist students in meeting specific academic goals.
2. Parent involvement activities including parent training activities.

Title 1 Services/Activities at Brewton Middle School

1. Employing three classroom teachers in core content subjects areas to as a means of reducing class size.
2. Parent involvement activities including parent training activities.

Being a Title 1 school also means parents have parental involvement and parents’ rights.  As schoolwide Title I Schools, Brewton Elementary and Brewton Middle rely on the partnership between school and home to ensure that our students succeed. It is our hope you will feel welcome to be a part of your child’s school experience and a part of the success of your child’s school.  .

If you are interested in helping your child or partnering with your child’s school, here is some suggestions:

• Attend parent information sessions, conferences, and Title 1 parent meetings.

• Join your school's PTO

• Speak to your school principal about opportunities to volunteer or serve on local school  committees.

• Speak to your federal program director (see: below) or visit your district webpage www.brewtoncityschools.org under the federal program section tab and click the annual evaluation link for parental involvement plan, school-parent compact, or participate in a routine surveys.