Baylor College of Medicine Academy @Ryan · 2017-10-09 · Baylor College of Medicine Academy @Ryan 2610 Elgin St. ~ Houston, TX. 77004 ~ 713-942-1932 ... Op-Art Mini-Murals in groups

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Instructional Agenda ~ Week of Oct. 9 - 13

Baylor College of Medicine Academy @Ryan

2610 Elgin St. ~ Houston, TX. 77004 ~ 713-942-1932

www.houstonisd.org/academyatryan

Progress Reports/Report Cards Sent home to Parents on:

Progress Report 1 – 9/21/17 Report Card 1 – 10/13/17






___________________________________________________________

PICTURE DAY

Picture Day is scheduled for Fall: Thursday, October 12 and Friday, October 13 Retakes: November 16

So students don’t miss out on Spirit Dress for the week, students may

wear spirit attire on WEDNESDAY, October 11th.

Upcoming Events

October 12 & 13

PICTURE DAY

October 20

Dads & Donuts @ 7:30am

Important Announcement

Please see

information

regarding G/T

testing and

Magnet

Applications

on the last

pages of this

IA.

GLOBAL MATH DAY

OCTOBER 10TH

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Important Reminders:

BUS ROUTES – Please contact HISD Transportation to ensure your

child knows his/her bus information. www.houstonisd.org/transportation or

call 713-613-3040.

School Bus Tracker- If your student will be riding HISD transportation,

please register on www.houstonISD.org/BusTracker to track your

students bus in the AM and PM time. The district’s account number

is 76647

UNIFORMS – Students are expected to adhere to BCMAR’s dress

code policy. If you need assistance with uniforms, please contact

the school or HISD Student Support Services (713-556-6800).

Tutorials and Clubs

Mondays- ELA/READING

Tuesdays- SCIENCE

Wednesdays- SOCIAL STUDIES

Thursdays- MATH

The time will be 4:15pm-5:15pm. All students MUST be picked up by

5:30pm.

THERE ARE NO AFTER-SCHOOL ACTIVITIES ON FRIDAYS.

***SCHOOL RULES AND POLICIES***

❖ Before being dismissed for first period, ALL students MUST be

in their assigned areas. 7th grade students report to the GYM. No

students are allowed to be in the hallways, classrooms or restrooms

WITHOUT PERMISSION.

❖ Locker times: Morning, after being dismissed from their

designated areas; Before and After Lunch; Between 4th and 5th

Period.

❖ Dress code: Burgundy polo shirt with BCMA logo, khaki

pants/shorts or skirts that are knee-length, BCMA burgundy sweater

or solid burgundy sweater. School I.D. must be worn around the

neck at all times.

Questions? Contact your child’s teacher:

Ms. Obeid [email protected]

Ms. Price [email protected]

Mr. Dabas [email protected]

Mr. Conrad [email protected]

Ms. Holley [email protected]

Mr. Wertz [email protected]

Ms. Heintzelman

[email protected]

Ms. Chao [email protected]

Ms. Kerawala [email protected]

Ms. Morgan

[email protected]

Ms. Yap [email protected]

Ms. Tyson

[email protected]

Mr. Telle [email protected]

Mr. Rasti [email protected]

Coach Strong [email protected]

Ms. Davis [email protected]

Mr. Berry (pending)

Mr. Eligio [email protected]

http://www.houstonisd.org/transportation%20or%20call%20713-613-3040

http://www.houstonisd.org/transportation%20or%20call%20713-613-3040

http://www.houstonisd.org/BusTracker

mailto:[email protected]

















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❖ ONLY ON FRIDAYS: Blue or black jeans with no tears, cuts or holes, BCMA spirit

t-shirt or college t-shirt.

❖ When dismissed at 4:00 p.m., all bus riders must proceed directly and promptly to the bus ramps. School

buses will leave at 4:07 p.m. everyday. Car riders must proceed directly and promptly to the front of the

building.

❖ Be respectful to school personnel and fellow students.

SCIENCE

❖ MS. TYSON

Monday – Thursday, October 9-12, 2017:

Topic: Cells Theory, Scientists and Cell Types

· Identify key scientists and their contribution to the Cell Theory.

· Discuss the three major principles of the Cell Theory.

· Compare/contrast Prokaryotic and Eukaryotic Cells.

Activity #1: Video Presentation: The History of the Cell Theory

Activity #2: The Cell Theory Foldable

Activity #3: Bill Nye Presents: Cells

Activity #4: Parts of A Microscope

Activity #5: Cell Theory Reinforcement

Homework:

Timeline of Cell Theory Worksheet Deadline: Mon-Tues., October 16-17, 2017

Friday, October 13, 2017:

Topic: Cell Structure and Function

· Describe the function of various animal cell organelles

· Describe the function of various plant cell parts

· Compare/Contrast animal and plant cells.

· Discuss how living cells are similar to factories

Activity #1: Video Presentation: Cell Specialization

Activity #2: Virtual Lab-How Do Animal and Plant Cells Work?

Activity #3: Video Presentation: Tim and Moby BRAIN POP—Cell Specialization

-Animal and Plant Cells Coloring Activity

Homework:

Timeline of Cell Theory Worksheet Deadline: Mon-Tues., October 16-17, 2017

❖ MS. HOLLEY Subjects: Characteristics of Life, Cell Organelles

Monday, October 9, 2017

• Activity #1: How Living Things are Organized Notebook Activity

• Activity #2: Characteristics of Life W.S.

Tuesday, October 10—Wednesday, October 11, 2017

• Activity#1: Learning About Cells and the Cell Theory Notebook Activity

• Activity #2: Cell Theory Notes

• Activity #3: Cell Theory W.S. #1

Homework: Cell Theory Science Notebook Assignment

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Thursday, October 12—Friday, October 13, 2017

• Activity #1: Cell Organelles Notebook Activity

• Activity #2: Cell Organelles W.S. #1

Homework: Cell Organelles W.S. #2

❖ Scientific Decision Making w/ Mr. Rasti & Mr. Wertz

Monday, October 9th & Tuesday, October 10th

T.S.W review the results of their Test over “The Scientific Method”.

Ø DoNow: OPTICS

Ø Review the 1st test over “the Scientific method”

Ø Test corrections

Ø “Literacy in the Middle”

· Homework: Continue working on independent research project.

Wednesday, October 11th & Thursday, October 12th

T.S.W work on their projects for upcoming Science Fair

Ø Do now: heart word puzzle

Ø Work on Independent research project


· Homework: vocabulary define: blood vessel, cardiac cycle, pulmonary valve, aortic valve, radial pulse point

Friday, October 13th

T.S.W work on diagnosing the C.A.D patients Arturo, Brian, and Angela

Ø Do now: OPTICS

Ø C.A.D case study reading

Ø Health Charts


· Homework: work on Independent research project

MATHEMATICS

❖ MS. MORGAN & MR. DABAS (7TH GRADE MATH)

October 9th & October 10th

Unit 1 TEST


Focus: Lesson 2.1 – Unit Rates

Homework: Texas Go Math Grade 7

pages 65-66 # 9-13


Focus: Lesson 2.2 – Constant Rate of Change

Homework: Texas Go Math Grade 7

pages 71-72 # 5-15

Required Daily Supplies: Pencil with eraser & Math Binder (3-ring binder with loose leaf paper)

**Please note: Instructional agendas are subject to change due to unforeseen schedule conflicts

❖ MR. DABAS (ALGEBRA I)

Monday, October 9th

Ø Solving Inequalities with variables on both sides

Ø Solving Multi-Step Inequalities

Ø Algebra 1, Pearson

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Ø HW

Ø Due Next Class Period

Wednesday, October 11th

Ø Solving Compound Inequalities

Ø PSAT – October 11


Ø HW


Friday, October 13th

Ø Using Graphs to Relate Two Quantities

Ø Patterns and Linear Functions


Ø HW


❖ Math Lab w/Ms. Kerawala Classwork this Week: Students will complete individualized topics, assignments, earn their piece of the pie, and take assessments in www.Aleks.com program. Students have approximately an hour in class daily to work on weekly topic and time assignments. On an average, students are expected to work for two hours and learn at least 10 topics each week. The program is self-pacing, and therefore some students may need to work over two hours to master 10 topics this week. The assignments are as follows:

Assignment Description Due Date

2.1Classwork 4 problems on Fraction Operations Add/Subtract/Mult/Div 4 problems on Solving Equations One/Two Steps (Algebra)

Midnight Sunday 10/15/17

2.1Topic: 10 Topics Midnight Sunday 10/15/17

2.1Time: 2 Hours Midnight Sunday 10/15/17 Pie Progress Cycle 2 Goal 35% = 140 topics

35% = 158 topics (Algebra) Midnight Sunday 11/12

Homework/Make-Ups: Complete unfinished weekly goals. Due to the nature of the program and built in extended deadline with multiple attempts, the program will not allow extension for assignments past the due dates. These assignments must be done in a timely manner.

Please check your timeline and assignments on report page of ALEKS for current week’s assignments as

well as future quiz and test dates!!

❖ Math Lab w/Ms. Eligio

Algebra 1 (7th Grade) Website: www.aleks.com

Monday & Tuesday

Ø Graphing a line given its equation in slope-intercept form: Fractional slope

Ø 5 topics learned in aleks program

Ø Homework: Online HW in ALEKS Program

Wednesday & Thursday

Ø Graphing a line given its equation in standard form

Ø Quiz about graphing Linear Functions



http://www.aleks.com/

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Friday

Ø Graphing a vertical or horizontal line

Ø Finding x- and y-intercepts given the graph of a line on a grid



Instructional Agenda

Week 5 (Oct.9-Oct.13)

7th Grade Math Website: www.aleks.com

Monday & Tuesday

Ø Identifying solutions to a linear equation in one variable: Two-step equations



ELA/WRITING

❖ MS. YAP & MS. DAVIS

ATTENTION! The vocabulary test has been moved from October 11/12 to October 13/16. Monday/Tuesday Human Sentence Activity + practice/exit ticket Tone Personification Writing HW: analyze tone of 5 Hunger Games passages Wednesday/Thursday Universal Screen Test (Davis) Hunger Games Vocabulary Review Friday/Monday Hunger Games Vocab Test

SOCIAL STUDIES

❖ MR. CONRAD & MR. TELLE

Monday/Tuesday I Do: Introduction to ESPN We Do: Economic and Environmental Characteristics of Texas You Do: Texas Region Coat of Arms Wednesday/Thursday I Do: ESPN Matrix of Texas Regions We Do: Texas Regions Venn Diagram You Do: Texas Travel Agent Friday I Do: Which Texas Region? Purposeful Reading We Do: ACES Writing You Do: ACES Writing Gallery Walk

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ART ELECTIVE

❖ MS. PRICE

Theme of the Week: Op Art

Monday, October 9 – Friday, October 13, 2017

A/B DAYS:

· DAY 1 (Mon/Tues)

o FINISH Part 2 of Project #2: Op-Art Mini-Murals in groups

· DAY 2 (Wed/Thurs)

o One-Point Perspective – Halloween Towns

· DAY 3 (Fri)

o Work with Community Artists’ Collective to learn about Dia de los Muertos and paint Sugar Skulls

PLEASE NOTE: Please consider donating items like rolls of paper towel, facial tissue, newspaper, and

sterile/clean yogurt containers (the large containers).

COMPUTER SCIENCE/TECH APPS

❖ MS. CHAO

Learning Objective:

· Recognize functions in programs as a form of abstraction.

· Write a program that solves a turtle drawing problem using multiple levels of abstraction (i.e. functions that

call other functions within your code).

· Solve programs in code.org using what they have learned last class.

· Be able to understand how efficiency relates to creating functions.

· Write a complete program with functions that solve sub-tasks of a larger programming task.

· Use a “top-down” problem-solving approach to identify sub-tasks of a larger programming task.

Important dates:

Monday, October 9nd – We are going to take our first exam for “A” day classes.

Tuesday, October 10rd – We are going to take our first exam for “B” day classes.

Note: The test will cover computer components, binary, algorithms, efficiency, and functions. Please go over

the notes we have taken in class to prepare for the exam.

LATIN/SPANISH

❖ MS. HEINTZELMAN

PLEASE CONTACT TEACHER VIA EMAIL FOR QUESTIONS ([email protected])

❖ Mr. Berry

7th Grade Latin:

-Open-book Vocabulary/ Derivative test (Monday and Tuesday)

-Open-book culture test (Monday and Tuesday)

-Stage 5 vocabulary chart (Wednesday and Thursday)

-Begin WotD and PotD (Monday and Tuesday)

-Review NLE Practice test (Every day)

-Take notes on abbreviations and begin abbreviation posters (Friday and next Monday)


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-Continue translations (Tuesday-Friday)

Latin I:

-Warm up with sample NLE practice test for Latin I (Every day)

-Complete WotD and PotD during warm-up (Every day)

-Review Intro and Latin I NLE practice tests (Monday and Tuesday)

-Stage 6 vocabulary chart (Wednesday and Thursday)

-Begin stage 6 translation (Monday and Tuesday)

-Study Latin abbreviations (Friday and next Monday)

-Finish bulla and lunula name pendants (As time allows)

-Begin Stage 6 in textbooks. (Tuesday and Wednesday)

-Translate Stage 6 in groups (Friday and next Monday)

❖ MS. OBEID

Objective: - I can create my own clinic with a group - I can create my own medical conversation to

greet a patient and ask them their basic information - I can recite the alphabet memorized - I can

understand and say what time it is if a patient asks me - I can understand and say the number 0-100

- I can say and understand what time of day is and when an appointment is

Monday: - Check Hw: Empecemos B and C Writing and Reading Check - Finish creating a clinic

and medical conversations activity - receive capitulo 1 vocabulary

HW: Capitulo 1 Vocabulary Quiz Friday October 13th Empecemos D reading and writing check

Wednesday: - Check Hw: Empecemos D reading and writing check - Empecemos B,C, and D

listening check

HW: Capitulo 1 Vocabulary Quiz Friday October 13th

Friday: - Vocabulary Quiz Capitulo 1 - Reading, Writing, Speaking, Listening group rotation

activities capitulo 1

***Parents: Check out Houston Latin Fest with your kids on 10/15/2017. Students can bring their

tickets to class for extra credit. Visit www.houstonlatinfest.com for tickets *** October 13th is

Hispanic Dress Day – Dress in any traditional Hispanic clothes for extra credit

IT TAKES A VILLAGE

Dear Parents/Guardians:

As a health science school, we take science seriously. All BCMA at Ryan students do an

independent science or engineering investigation, write a manuscript (a research report

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on their investigation) and present their manuscript in the format of a poster. The projects

will be graded and all posters will be part of our BCMAR (Science Fair) Science

Symposium, which will be January 19th, 2018, 4:30 pm – 5:00 pm. Winning projects will

move onto district and for seventh and eighth graders, they will move on to the Science

and Engineering Fair of Houston (SEFH). Every year we are very proud of our students. In

previous years, we’ve had over 15 students place in district and multiple teams that won

awards at SEFH and went on to State.

The STEM research handbook contains important information and is electronically

available on the BCMA at Ryan Science Fair website. BCMA at Ryan and HISD follow SEFH

guidelines. Please go through it carefully with your student(s) and see their health science

teachers for questions.

Students will begin identifying research questions in their health science classes. We highly

encourage you to engage at home with them in order to ensure optimal levels of success

on their projects. Please note: Most of the student’s research will be done outside of the

classroom.

Students will need to register for an account on Scienteer.com in order to actively track

research progress at

https://www.scienteer.com/register/baylorcollegeofmedicineacademyatryan. The

student will need your email address to register. Please help your student get registered by

helping them fill in the form in the above link, then please look in your email for a message

asking to verify consent and verify.

Some class time will be available during the fall for students to work on their independent

research components. It will be the student’s responsibility to prepare and finalize the

independent research project, work outside of school on their investigation (data

collection and observations), and be productive during class time designated for

research. Please find the deadlines below and please note some of them may be subject

to change by your health science teacher. Research projects are due December 4th/5th.

Students are required to submit a manuscript (the poster in paper format), a poster and a

notebook. Pay closest attention to the manuscript and notebook rubrics and all else will

fall into place.

Saturday advisory from 8 am – 10 am at BCM with experts occur on: 10/21, 11/4, 12/2, AND

at BCMA at Ryan on the following days: 10/14, 10/28, 11/11, 11/18 (students will be

notified of changes in advance).

Thank you for doing all you can to make this research process a positive and productive

experience.

https://www.scienteer.com/register/baylorcollegeofmedicineacademyatryan

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S.T.E.M. Specialist

Beatriz Perez-Sweeney, PhD

[email protected]

Health Science Teachers:

Mr. Aguilar: [email protected] Ms. Brown:

[email protected]

Mr. Rasti: [email protected] Ms. Torres:

[email protected]

Mr. Wertz: [email protected] Dr. Williams:

[email protected]

IMPORTANT DATES AND DEADLINES

Research Component Tentative Due Date Teacher Due Date

(to be filled in by the

student)

Research Proposal (Question,

Hypothesis, Background information

supporting the hypothesis, Statement

of why the project is interesting, and

the Procedure/methods that will be

used) INCLUDING a draft annotated

bibliography showing information that

supports the hypothesis.

October 2nd B Day

October 3rd A Day

Annotated Bibliography (showing

information that will be included in the

introduction)

November 2nd A Day

November 3rd B Day

Results in table/graph format,

Summary of the results, Abstract Draft

November 27th A Day

November 28th B Day

(after Thanksgiving

Break)

November 27th

November 28th

(after Thanksgiving

Break)

Manuscript (Paper) December 4th B Day

December 5th A Day

December 4th

December 5th

Oral Presentation and Poster

December 11th A Day

December 12th B Day

BCMAR Science Symposium January 19th


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(4:30 pm – 6:00 pm)

District Fair TBA by Houston ISD

Science and Engineering Fair of

Houston (SEFH)

February 23rd and 24th

Please note that dates are subject to change per your respective Health

Science Teacher. Tentative due dates will be as followed unless noted

otherwise by the teacher. Time management is the key to producing a

quality STEM research project. We strongly recommend that all or most of the

data be collected during the month of October. Please contact your

teacher in advance to discuss conflicts with due dates or questions about

upcoming deadlines!

Communication between school and home is vital for student success. Please contact your child’s

teacher or Dean K. Brown at any time.

[email protected]

713-942-1932 ext. 467102


K-12 HISD VANGUARD NEIGHBORHOOD PROGRAMS APPLICATION FOR 2018-2019 DO NOT USE THIS FORM TO APPLY TO A MAGNET PROGRAM

Revised August 2017

Students who are NOT CURRENTLY IDENTIFIED as Gifted and Talented in HISD All of the required items listed below must accompany the signed application, which must be returned to your neighborhood school.

Parent is responsible for submitting copies of all required data at the time of application. Any necessary testing will be scheduled by the Vanguard Coordinator.

Most recent final report card (Grades 1-12 applicants) End of semester report card, January, 2018 (Grade K

applicants)

If available, Iowa/Logramos nationally-normed Achievement Test Scores (current grade level)

If available, CogAT 7 Ability Test Scores (current grade level)

STUDENT’S NAME: __________________________________________________________________________________________ Last First M.I

DATE OF BIRTH: Month ______ Day ______ Year _______ CURRENT GRADE: ________ HISD I.D. #: __________________

SCHOOL CURRENTLY ATTENDING: ____________________________________________________________________________

HISD SCHOOL STUDENT ZONED TO ATTEND: ___________________________________________________________________

PARENT/GUARDIAN’S NAME: _______________________________________________________

PARENT'S CONTACT NUMBER: ___________________

IN WHICH LANGUAGE WOULD YOU LIKE YOUR CHILD TO BE TESTED? (SELECT ONLY ONE) English Spanish

If your child is receiving any special services from an HISD school or any educational facility, please inform your Vanguard coordinator. Check all that apply and submit district documentation: □ Special Education-Full Individual Evaluation (FIE) □ Section 504—504 Accommodation Plan □ Limited English Proficient (LEP)

Parents are required to provide documentation of special services with the Vanguard Neighborhood Application.

Federal Student Ethnicity (select one)

Hispanic/Latino

Not Hispanic/Latino

2017-2018 REDUCED INCOME CHART If your annual, monthly, or weekly salary is at or below levels listed and corresponds to household size on same row, please

check: Household Size Annual Monthly Weekly

2 $30,004 $2,504 $578 3 $37,777 $3,149 $727 4 $45,510 $3,793 $876 5 $53,243 $4,437 $1,024 6 $60,976 $5,082 $1,173 7 $68,709 $5,726 $1,322 8 $76,442 $6,371 $1,471

For each additional Family member add: +$7,733 +$645 +$149

Student Race (select all that apply)

American Indian or Alaska Native

Native Hawaiian/Other Pacific Islander

Asian

White

Black or African American

REMINDER: Parents are required to submit all required documentation (report card, test scores, documentation of special services, etc.) with the signed application. Parent/Guardian’s Name (Please Print): _________________________________________________________________________ Parent/Guardian’s Signature: __________________________________________________________ Date: __________________

2017-2018 HISD VANGUARD NEIGHBORHOOD PROGRAMS TEACHER RECOMMENDATION FORM

Revised August 2017

STUDENT NAME: _____________________________________ CURRENT GRADE LEVEL: ______________________

This form will be completed by the current classroom teacher in collaboration with all teachers who instruct this student. Submit only one teacher recommendation form with your application. This form must be returned in a sealed envelope signed by the teacher across the seal. For students currently in Kindergarten and 5th grade, this form will be completed online. Evidence of Possible Giftedness: Please circle the word that best indicates the degree to which the student exhibits the following characteristics in relation to students of similar age, experience, or environment.

GENERAL INTELLECTUAL ABILITY Rarely (1)

Less than half the time (2)

About half the time (3)

More than half the time (4)

Consistently most of the time (5)

Shows a preference for complex tasks and “why” of things Rarely Less than half the time

About half the time

More than half the time

Consistently most of the time

Has knowledge and vocabulary unusual for age or grade; has fluent verbal ability Rarely Less than half

the time About half the time



Demonstrates abstract and critical thinking ability, an ability to think things out, to think things logically or analytically Rarely Less than half




Is a keen and alert observer; often “sees more” in a learning situation than others; may show evidence of long, detailed

memory Rarely Less than half




Shows an interest in problem solving and is flexible and resourceful in problem solving Rarely Less than half




Has a quick grasp of concepts and underlying principles and can see relationships between ideas, events, people, and

things; may ask provocative questions Rarely Less than half




CREATIVE ABILITY

Is curious and asks many questions Rarely Less than half the time

About half the time



Produces work which is fresh, vital, and unique; creates new ideas, products, and processes; does the unexpected Rarely Less than half




Exhibits playfulness and a keen sense of humor; may make jokes, puns, etc. at times Rarely Less than half




Shows unusual capacity for concentration, imagination, and originality on tasks that interest him or her Rarely Less than half




Bores quickly with routine tasks, memorization of facts, and details; prefers talking about ideas and problems Rarely Less than half




Exhibits emotional sensitivity, expressing intense feelings Rarely Less than half the time

About half the time



Enjoys variety and novelty in learning experiences Rarely Less than half the time

About half the time



LEADERSHIP ABILITY

Is self-confident with peers and adults Rarely Less than half the time

About half the time



Demonstrates a willingness for and skills in decision making Rarely Less than half the time

About half the time



Is willing to take risks; tends to think independently Rarely Less than half the time

About half the time



Exhibits organizational skills with tasks, peers, time, and/or materials Rarely Less than half




Carries responsibility well, works well in situations that require initiative and independence Rarely Less than half




Shows empathy and tolerance toward others; generally relates well with others Rarely Less than half




Can express self well; has good verbal skills and is usually well understood Rarely Less than half




TEACHER’S NAME (PLEASE PRINT): _____________________________________________________________________________

TEACHER’S SIGNATURE: ___________________________________________________________________ DATE: _____________ Teachers: Please return completed form to parent/applicant in sealed envelope with signature across seal.

SOLICITUD DE INGRESO A PROGRAMAS VANGUARD DE ESCUELAS VECINALES K-12 DE HISD PARA 2018-2019 NO USE ESTE FORMULARIO PARA SOLICITAR INGRESO A UN PROGRAMA MAGNET

Revised August 2017

Estudiantes que ACTUALMENTE NO ESTÁN IDENTIFICADOS como G/T/ en HISD Todos los documentos indicados a continuación deben acompañar la solicitud de ingreso firmada que entregará en la escuela de su

vecindario. Es responsabilidad de los padres presentar todos los datos y documentos requeridos cuando entregan la solicitud. Toda evaluación necesaria será programada por el coordinador de Vanguard.

Grados 1.o al 12.o: Boleta de calificaciones final del ciclo

escolar anterior Solicitantes de Kínder: Boleta de calificaciones del

semestre, enero de 2018

Resultados de las pruebas normativas nacionales de rendimiento Iowa/Logramos (grado escolar actual), si los tiene

Resultados de la prueba de habilidades CogAT 7 (grado escolar actual), si los tiene

NOMBRE DEL ESTUDIANTE: __________________________________________________________________________________ Apellido Nombre Inicial del segundo nombre

FECHA DE NACIMIENTO: Mes _____ Día _____ Año ______ GRADO ACTUAL: ________ HISD I.D. #: __________________

ESCUELA A LA QUE ASISTE ACTUALMENTE: ___________________________________________________________________

ESCUELA DE HISD QUE LE CORRESPONDE SEGÚN SU DOMICILIO: ________________________________________________

NOMBRE DEL PADRE O TUTOR: _______________________________________________________

TELÉFONO DEL PADRE O TUTOR: ___________________

¿EN QUÉ IDIOMA PREFIERE QUE EVALÚEN A SU HIJO? (ELIJA UNO) Inglés Español

Si su hijo recibe algún servicio de educación especial en una escuela de HISD o en cualquier institución educativa, informe al coordinador Vanguard de su escuela. Marque todo lo que corresponda y entregue la documentación del distrito: □ Ed. Especial-Evaluación Individual Completa (FIE) □ Sección 504- Plan de modificaciones 504 □ Dominio Limitado del Inglés (LEP) Al entregar esta solicitud Vanguard los padres deben presentar la documentación de los servicios de educación especial.

Etnia del estudiante (marque una)

Hispano o latino

No hispano o latino

CUADRO DE INGRESOS REDUCIDOS 2017-2018 Si sus ingresos anuales, mensuales o semanales son iguales o

inferiores a uno de los niveles de las siguientes listas, y el número de personas de su familia es el mismo que el número de personas

que figura en la hilera de sus ingresos, marque la casilla: Núm. de personas Anual Mensual Semanal

2 $30,004 $2,504 $578 3 $37,777 $3,149 $727 4 $45,510 $3,793 $876 5 $53,243 $4,437 $1,024 6 $60,976 $5,082 $1,173 7 $68,709 $5,726 $1,322 8 $76,442 $6,371 $1,471

Por cada miembro adicional de la familia sume: +$7,733 +$645 +$149

Raza del estudiante (marque todas las que corresponda)

Indígena norteamericano o nativo de Alaska

Nativo de Hawái o isleño del Pacífico

Asiático

Blanco

Negro o afroamericano

NO OLVIDE entregar todos los documentos requeridos (boleta de calificaciones, resultados de las pruebas, documentos de servicios de educación especial, etc.) al presentar esta solicitud firmada. Nombre del padre o tutor (letra de molde, por favor): ______________________________________________________________ Firma del padre o tutor: __________________________________________________________ Fecha: __________________

2017-2018 HISD VANGUARD NEIGHBORHOOD PROGRAMS TEACHER RECOMMENDATION FORM

Revised August 2017

STUDENT NAME: _____________________________________ CURRENT GRADE LEVEL: ______________________

This form will be completed by the current classroom teacher in collaboration with all teachers who instruct this student. Submit only one teacher recommendation form with your application. This form must be returned in a sealed envelope signed by the teacher across the seal. For students currently in Kindergarten and 5th grade, this form will be completed online. Evidence of Possible Giftedness: Please circle the word that best indicates the degree to which the student exhibits the following characteristics in relation to students of similar age, experience, or environment.

GENERAL INTELLECTUAL ABILITY Rarely (1)

Less than half the time (2)

About half the time (3)

More than half the time (4)

Consistently most of the time (5)

Shows a preference for complex tasks and “why” of things Rarely Less than half the time

About half the time



Has knowledge and vocabulary unusual for age or grade; has fluent verbal ability Rarely Less than half




Demonstrates abstract and critical thinking ability, an ability to think things out, to think things logically or analytically Rarely Less than half




Is a keen and alert observer; often “sees more” in a learning situation than others; may show evidence of long, detailed

memory Rarely Less than half




Shows an interest in problem solving and is flexible and resourceful in problem solving Rarely Less than half




Has a quick grasp of concepts and underlying principles and can see relationships between ideas, events, people, and

things; may ask provocative questions Rarely Less than half




CREATIVE ABILITY

Is curious and asks many questions Rarely Less than half the time

About half the time



Produces work which is fresh, vital, and unique; creates new ideas, products, and processes; does the unexpected Rarely Less than half




Exhibits playfulness and a keen sense of humor; may make jokes, puns, etc. at times Rarely Less than half




Shows unusual capacity for concentration, imagination, and originality on tasks that interest him or her Rarely Less than half




Bores quickly with routine tasks, memorization of facts, and details; prefers talking about ideas and problems Rarely Less than half




Exhibits emotional sensitivity, expressing intense feelings Rarely Less than half the time

About half the time



Enjoys variety and novelty in learning experiences Rarely Less than half the time

About half the time



LEADERSHIP ABILITY

Is self-confident with peers and adults Rarely Less than half the time

About half the time



Demonstrates a willingness for and skills in decision making Rarely Less than half the time

About half the time



Is willing to take risks; tends to think independently Rarely Less than half the time

About half the time



Exhibits organizational skills with tasks, peers, time, and/or materials Rarely Less than half




Carries responsibility well, works well in situations that require initiative and independence Rarely Less than half




Shows empathy and tolerance toward others; generally relates well with others Rarely Less than half




Can express self well; has good verbal skills and is usually well understood Rarely Less than half




TEACHER’S NAME (PLEASE PRINT): _____________________________________________________________________________

TEACHER’S SIGNATURE: ___________________________________________________________________ DATE: _____________ Teachers: Please return completed form to parent/applicant in sealed envelope with signature across seal.

News and resources all year longHoustonISD.org/news | Facebook.com/HoustonISD | Twitter.com/HoustonISD | Text “YES” to 68453 for text alerts

7th gradeFall semester

LANGUAGE ARTS

What should my child be working on in the first semester of school?The year launches by reviewing the habits of skilled and lifelong readers and building on the previous year’s lessons. Students continue to work to become readers who know how to choose books, talk about books, and monitor their comprehension. With access to a wide variety of books, the power to choose, and time to read in school, they continue to grow as they explore new topics and new worlds.

Students also will explore a variety of genres, from narrative to informational and fiction to nonfiction. They continue to work to become critical consumers of text, learning to navigate the demands of different genres while exploring the themes of innovation and conflict.

Students will use the skills learned as readers to produce authentic, effective writing, including a personal narrative, expository essay, and a myth.

Support your students by encouraging them to read and write at home and by visiting libraries and bookstores. Look for opportunities to share texts and literary events and read and write beside them.

Math

What should my child be working on in the first semester of school?Students continue to transition from numbers and quantities that are easily observed and counted to more abstract ideas about structure and algebra. Students will be asked to spend increasingly more time discussing how they think about mathematics problems rather than how they do mathematics problems. This process of transitioning into thinking like mathematicians during the first semester will be anchored in the following topics:

• Establishing ways to think through a problem in order to reach a solution

• Adding, subtracting, multiplying, and dividing rational numbers, including fractions, decimals, and integers

• Solving problems utilizing percents, such as sales and income tax

• Identifying the components of a personal budget

• Analyzing constant rates of change, unit rates, and constants of proportionality from graphs, tables, equations, or descriptions

• Solving problems involving objects and situations that are proportional

• Modeling, writing, and solving two-step equations and inequalities

Dates to remember

09/20, 10/18, 11/15 Gifted & Talented Parent Information Sessions

09/22 Magnet applications open

09/30, 10/14, 11/4, 12/2 School Choice Fairs

12/8 Deadline for Magnet Phase I Lottery

Tools for Success

Your student can access the Digital Resources tab on the HUB to log in to the following resources:

• Houston Public Library

• Go Math! (Mathematics textbook)

• Literature textbook

News and resources all year longHoustonISD.org/news | Facebook.com/HoustonISD | Twitter.com/HoustonISD | Text “YES” to 68453 for text alerts

7th gradeFall semester

Looking ahead College & Career

In middle school, students will begin identifying areas of future career interest. They can research future career choices based on both their academic skills and personal interests using resources accessed through Naviance and via HISD’s Career Readiness website, HISDCareerReadiness.org. Understanding career interests will help students plan their courses for graduation credits beginning as early as eighth grade.

Plan your Path: House Bill 5 & School Choice: This is a great time for students to meet with the school counselor to go over career interests and begin planning for eighth-grade course selection, which can include courses for high school credit. Students and parents can also research available magnet and Career and Technical Education programs in the district that match the student’s future interests.

Additionally, parents can reach out to counselors for information on House Bill 5 in preparation for choosing an endorsement. HISD students must earn one or more endorsements as part of graduation requirements. Endorsements are a series of courses that are grouped together by content or skill set and provide students with in-depth knowledge of a subject area, preparing them for college and career.

Beyond Academics Social & emotional behavior

Suicide risk factors for teens & adolescents

What do you do if your child fits the profile of someone at risk for youth suicide? Warning signs of suicide can include changes in personality or behavior that might not be obviously related to suicide. When a teenager becomes sad, more withdrawn, more irritable, anxious, tired, or apathetic — things that used to be fun aren’t fun anymore — you should be concerned. Risk factors include:

• A recent or serious loss of a loved one

• A psychiatric disorder, particularly a mood disorder like depression, or a trauma- and stress-related disorder

• Prior suicide attempts increase risk for another suicide attempt

• Alcohol and other substance-use disorders, as well as getting into a lot of trouble

• Struggling with sexual orientation in an environment that is not respectful or accepting of that orientation. The issue is not whether a child is gay or lesbian, but whether he or she is struggling to come out in an unsupportive environment.

Follow this link to the Parent Toolkit for more information: MHAhouston.org/parent-toolkit

How can I help my child be more independent?

• Encourage your child to try more challenging classes, new extracurricular activities, and other new interests, and give them time to build perseverance skills.

• Be an active listener: Allow your child to share feelings, but be careful not to impose your own feelings on your child.

• Set clear expectations and boundaries for your child, and discuss and follow through with possible consequences if your child doesn’t comply.

• Help your child build responsible decision-making skills by talking through problems, logical consequences, and resolutions.

• Encourage your child to journal as of way of gathering and organizing thoughts before resolving issues, and have them record the outcome.

• Be involved at your child’s school to build a solid support system.

NOTICIAS Y RECURSOS TODO EL AÑOHoustonISD.org/noticas | Facebook.com/HISDEspañol | Twitter.com/HISDEspañol | Alertas por texto: Envíe “YES” al 68453

D I S T R I T O E S C O L A R I N D E P E N D I E N T E D E H O U S T O N

7.o GRADOSEMESTRE DE OTOÑO

ARTES DEL LENGUAJE

¿En qué debería trabajar mi hijo el primer semestre de clases?Desde el principio del ciclo escolar los estudiantes analizan los hábitos que permiten desarrollar las habilidades necesarias para ser lector de por vida. Aprenden a elegir libros, a hablar sobre la lectura y a verificar su comprensión. Pueden elegir una variedad de libros, tienen tiempo para leer en la escuela, y aumentan sus conocimientos a medida que descubren y exploran temas nuevos.Los estudiantes exploran distintos géneros literarios como el narrativo, informativo, ficción, y no ficción. Continúan desarrollándose como consumidores de lectura críticos capaces de discernir textos literarios, y explorar los temas de innovación y conflicto. Aplican sus habilidades de lectura para crear textos auténticos y efectivos, incluyendo una narración personal, un ensayo expositivo y un mito. Apoye a su hijo, anímelo a leer y a escribir en casa. Visiten bibliotecas y librerías. Busque oportunidades para compartir textos y asistir a eventos literarios. Lea y escriba con él.

HERRAMIENTAS PARA EL ÉXITO En la página de Recursos Digitales del HUB, su hijo puede conectarse a los siguientes recursos:

• Houston Public Library

• Go Math! (Libro de texto de matemáticas)

• Libro de texto de literatura

MATEMÁTICAS

¿En qué debería trabajar mi hijo el primer semestre de clases?Este semestre, los estudiantes continúan el proceso de transición de números y cantidades que pueden observar y contar fácilmente a ideas abstractas sobre estructura y álgebra. Dedicarán más tiempo a analizar cómo piensan en los problemas de matemáticas en vez de centrarse en resolverlos. Este proceso de transición para lograr pensar como matemático se basa en los siguientes temas:• Establecer maneras de analizar un problema

para resolverlo • Sumar, restar, multiplicar y dividir números racionales,

incluyendo fracciones, decimales, e integrales• Resolver y representar problemas que incluyen

porcentajes, como calcular el impuesto sobre ventas o calcular el impuesto sobre la renta

• Identificar los componentes de un presupuesto personal • Analizar los conceptos de tasa de variación constante,

tasa por unidad, y constante de proporcionalidad mediante gráficas, tablas, ecuaciones o descripciones

• Resolver problemas sobre objetos y situaciones proporcionales

• Representar ecuaciones y desigualdades de dos pasos y resolverlas usando modelos

FECHAS A RECORDAR

09/20, 10/18, 11/15 Sesiones informativas del Programa de Dotados y Talentosos

09/22 Inicia el plazo de solicitudes Magnet

09/30, 10/14, 11/4, 12/2 Sesiones informativas de Opciones Escolares

12/8 Vence el plazo de la Lotería Magnet, Fase I

NOTICIAS Y RECURSOS TODO EL AÑOHoustonISD.org/noticas | Facebook.com/HISDEspañol | Twitter.com/HISDEspañol | Alertas por texto: Envíe “YES” al 68453

D I S T R I T O E S C O L A R I N D E P E N D I E N T E D E H O U S T O N

CON MIRAS AL FUTURO UNIVERSIDAD Y CARRERAS

En la secundaria, los estudiantes comienzan a identificar áreas de interés para sus futuras carreras, y pueden informarse sobre diferentes opciones, basándose en sus aptitudes académicas e intereses personales, utilizando Naviance y el sitio web HISDCareerReadiness.org de preparación profesional. Descubrir y entender las posibilidades les servirá para planificar sus estudios y para comenzar a acumular créditos para la graduación desde el 8.o gradoPLANIFICA TU CARRERA: HB5 Y OPCIONES ESCOLARES: Éste es un buen momento para que los estudiantes se reúnan con el consejero a fin de platicar sobre sus intereses para el futuro, y seleccionar materias teniendo en cuenta el plan de 8.o grado, que podría incluir cursos con créditos de preparatoria. Las familias pueden explorar opciones de programas Magnet, vocacionales y técnicos que podrían interesarle al estudiante.Además, los padres pueden platicar con los consejeros a fin de informarse sobre la Ley HB5 en preparación para la selección de cursos. Para graduarse, los estudiantes deben completar por lo menos uno de cinco planes de estudio específicos —que TEA denomina especialidades.Cada especialidad consiste en una serie de cursos relacionados agrupados por contenido o habilidades, y permite a los estudiantes adquirir conocimientos sobre un área de estudio a un nivel más intensivo y provechoso para los estudios superiores.

MÁS ALLÁ DE LO ACADÉMICO COMPORTAMIENTO SOCIAL Y EMOCIONAL

SUICIDIO DE JÓVENES Y ADOLESCENTES: FACTORES DE RIESGO

¿Qué puede hacer usted si su hijo presenta características de riesgo de suicidio? Las señales de advertencia incluyen cambios de la personalidad y del comportamiento que no necesariamente se relacionan con el suicidio. Cuando un adolescente se entristece, se retrae, o está más ansioso, irritable, cansado o apático —ha perdido interés en cosas que disfrutaba— es motivo de preocupación. Los factores de riesgo incluyen:• la pérdida reciente de un ser querido;

• un trastorno psiquiátrico, especialmente uno del ánimo, como la depresión, o un trauma —un trastorno relacionado con el estrés;

• intentos de suicidio previos —estos antecedentes aumentan el riesgo;

• trastornos por abuso de alcohol y otras substancias;• alta incidencia de problemas de conducta; y• problemas por la orientación sexual en un ambiente

que no la respeta ni la acepta. No es porque la persona sea gay o lesbiana, sino porque está tratando de declarar su orientación en un ambiente donde no encuentra apoyo.

En este enlace encontrará más información para padres (en inglés): MHAhouston.org/parent-toolkit

¿CÓMO PUEDO AYUDAR A MI HIJO A SER MÁS INDEPENDIENTE?

• Anímelo a inscribirse en cursos exigentes y actividades extracurriculares, y a explorar intereses nuevos. Dele tiempo para que desarrolle la perseverancia.

• Escúchelo atentamente: Permítale expresar sus sentimientos, y evite imponer en él lo que usted siente.

• Fije expectativas y límites para su hijo. Platiquen sobre las consecuencias posibles de no cumplir con lo fijado.

• Ayúdelo a desarrollar su capacidad para tomar decisiones responsables platicando juntos sobre los problemas, consecuencias lógicas y resoluciones.

• Anímelo a llevar un diario donde pueda organizar sus ideas y pensamientos antes de resolver problemas, y escribir luego el resultado.

• Involúcrese en la escuela para contar con un sistema de apoyo para su familia.

7.o GRADOSEMESTRE DE OTOÑO

Baylor College of Medicine Academy @Ryan · 2017-10-09 · Baylor College of Medicine Academy @Ryan 2610 Elgin St. ~ Houston, TX. 77004 ~ 713-942-1932 ... Op-Art Mini-Murals in groups

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