Spring Fair 2014

Spring Fair Logo

The 2014 GHS Spring Fair
Next Friday, April 25th, from 3 - 6 PM!

Auction site is up!

CLICK HERE TO VIEW AND BID ON ITEMS!

You can purchase tickets (bracelets for unlimited games, tickets for food, raffle tickets) from Lisa Peters this week (and raffle tickets from your student help them win the prizes!!).

Next week, students will be selling at drop off and pick up. You can also buy tickets during the Fair.

Volunteers still needed!

Please Click Here to sign up!

Academics

Curriculum

Prior to becoming a school, GHS was a successful tutoring service. So, serving a diverse community of students is a natural part of our history. Small class sizes, a thoughtfully-designed curriculum delivered by experienced and caring teachers, effective educational partnerships between teachers, parents and students, and a school culture that supports steady academic achievement and strong character development ensures that GHS students are well-prepared for high school and for successful lives as global citizens.

Our program emphasizes a personalized approach through differentiated instruction assuring that we are meeting individual student needs. Because of this, students progress at a comfortably challenging pace and most studnets are prepared for advanced placement courses in public high school or entrance into private high school. To ensure proper alignment between our curriculum and the state standardized test, the school incorporates the State of California’s Curriculum Standards as we design and refine curriculum to meet the needs of our 21st century graduates.  Our Technology education follows the National Educational Technology Standards Project.

booksWe match the curriculum to the particular level of each child and our small class sizes and differentiated teaching approach enables us to challenge students at varying ability levels.  We don’t push children beyond their natural abilities. If a student needs additional help in a particular area, our small class sizes and ability-level grouping enables that student to receive the instruction he or she needs in an environment that promotes self-confidence. Similarly, if a student is capable of more learning and ready for knowledge, he/she is given the opportunity to progress at his/her own pace.  If a student is functioning above his/her grade level and is socially and emotionally prepared for an additional challenge, we will discuss with parents the possibility of advancing him/her to the appropriate level.

Homework Tips

Kim Easter and Michaela Adams of Learning Works, Inc., www.learningworksinc.org, led an interesting Parent Organization Education Series discussion about homework.  Here are some notes from that session.

Homework Definition:  Homework is designed to provide repetition, practice of skills already learned in class.

Goal for Parents: To have an independent, sustained, focused effort where students take responsibility for starting and completing the assigned homework.

In Jr. K – 2nd grade:  Parents should help children learn organization skills.

3rd grade on:  Students should be initiating and completing homework on their own.

1. How to Make Homework Time More Successful

a. Define a Homework Space

- Have a consistent and dedicated room or space w/o distractions.
- Replicate the situation the student will have at school (i.e., don’t do homework in the car)
- Make sure they have all the supplies/items they need (3 sharpened pencils, erasers, paper,   crayons/colored pencils, ruler, etc.), but not things they don’t need (pencil sharpener or other  distractions).
Turn on music for older kids if desired (something with a beat)

b. Define a Homework Time

- Have a consistent “homework” time each day.  
- In addition to students blocking out the time in their agendas/planners, parents should mark it -ut on their own planners/family calendar so no activities are scheduled during that time.

c. Stick to a Homework Routine

- Having a routine is critical.
- Parents should not hover nearby, but go about their own activities.
- Let students come to the parents with 2-3 questions/asks only (to encourage problem solving and limit need for parental involvement).
- Encourage them to ask specific questions of you.  Not “I can’t do this, I don’t know what to do, tell me what to do.”

d. Getting Your Student Started

- Help them arrange their workspace, get needed supplies
- Say “Remind me what your homework is and what you need” (so they remember, you don’t tell them)
- Teach the concept of time. “This should take you 20 minutes... come get me when you’re done.”
- Jr K – 2nd:  As much as possible, let them do their homework themselves (self starting is big life lesson).  Use sequential words “first”, “then”.  Say “What did your teacher say to do?”
- 3rd grade and up:  Let them start and do homework as independently as possible.

e. Do sporatic homework checks.  Be a cheerleader for them.

-  “Re-do” if quality isn’t there.  Teach slow and neat is better.
- Have the students ask themselves, “Am I proud of this work, is it my best, will my teacher be happy with it?”

2. Strategies for the “Rushers” and “Stallers”

a. “Rushers”  -- Kids who rush through and lack neatness or completion, or kids who are easily distracted.

- Encourage them to take their time and do nice work.  
- Parents should check for neatness, completion and have them “Re-do” if not.
- If problems are not done correctly, have them find the mistakes.  “I see three wrong.”
- For fidgety kids, consider having them sit on a stool or large exercise ball. (chairs with arms lead to slouching, relaxation).
- Let them take quick exercise breaks (between subjects or pages, not in the middle)

b. “Stallers” – Procrastinators (at starting or completing)

- Time management is big here.  
- Use a timer to encourage quick start and effective time.  
- If it takes 20 minutes for the student to start their homework, when they need help/something else, make them wait 20 minutes until you are available to help them “feel” time.

Keep Teachers Involved:  If homework is difficult or takes too much time, the teacher needs to know.  Maybe others in the class had difficulty too and the teacher needs to reinforce or teach the concept another way.  Also, teachers want to see “effort”, not necessarily completion of homework, so have students send it in even if not done (let the teacher deal with any consequences, not the parent).

NAIS Member and CAIS and WASC Accredited

Acceditations

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Find the GHS Family Directory and Middle School grades & homework online at Renweb

Golden Hills School

Golden Hills School

1060 Suncast Lane
El Dorado Hills, CA 95762

Phone: 916-933-0100
Fax:     916-933-9643

Email:  info@goldenhillsschool.net

Web:   www.goldenhillsschool.net