News from the Hill, March 2023

March, 2023 THE EXCITING MONTH OF FEBRUARY AT HHA STORY ON PAGES 3 & 4 High School Musical Jr. Celebrating Black History Month NEWS FROM THE HILL

A Note from Principal Hornbeck – “Circle of Ten” Please write me at [email protected] to join HHA’s new “Circle of Ten”, which will support a new statewide initiative to bring restorative practices to every school in Maryland. Depending on interest, we can certainly have more than one Circle of Ten. It’s called Restorative Schools Maryland, and I can’t wait to work on it with you. In other news, I am very proud of our entire school community for achieving a full eight year charter renewal. The BCPSS Board met in special session February 23rd to unanimously approve the CEO’s recommendation. It’s terrific to have that kind of stability. Finally, we’re in the home stretch folks. The rest of the school year will fly by. This period between winter break and spring break is great for sustained practice and the learning of new skills, making attendance super important. Hampstead Hill Academy 500 South Linwood Avenue Baltimore, Maryland 21224 410.396.9146 tel. 410.396.3637 fax www.hha47.org Matt Hornbeck, Principal [email protected] Mike Lucas, Assistant Principal [email protected] Amata Anderson, Assistant Principal [email protected] Fanta Kamara, Assistant Principal [email protected] Hampstead Hill Academy is operated by the Baltimore Curriculum Project, a local nonprofit organization celebrating more than a decade of service and student learning in Baltimore. Laura Doherty, President [email protected] John McGill, Director of Academic Affairs [email protected] www.baltimorecp.org HHA News from the Hill Magazine is published monthly for the families and community of Hampstead Hill Academy Editor Publisher Geraldine Swann Matt Hornbeck Director of Community Outreach Principal Magazine contributors: HHA staff, Club coordinators and Community Organizations VISION STATEMENT Hampstead Hill seeks to be a safe, nurturing, diverse, family-friendly neighborhood school with rigorous, effective academic programs and exciting, engaging extracurricular activities. We believe all parents want the same thing for their children: more and better opportunities for college and career. We believe in the importance of the arts, and we want our students to be great communicators, listeners and writers. Our students will be forward thinkers, persistent, responsible, caring, dependable and healthy members of the greater community. MISSION STATEMENT Hampstead Hill Academy is a neighborhood public charter school that exists to educate children living in both our attendance area and throughout Baltimore City. Our talented staff uses research-based curriculum to develop and implement rigorous lesson plans that continuously raise the academic bar for our students. Our whole school community is dedicated to working together to challenge our students to succeed in a fair, consistent, just and joyful learning environment. Welcome to Hampstead Hill Academy! 1 Principal Hornbeck

• Wednesday, March 1st – Town Hall 3:30 pm Zoom Meeting • Thursday, March 2nd – HHA Lottery 3 pm Zoom Meeting • Monday, March 6th – 16th – Operation Mato Grosso Food Drive • Tuesday, March 7th – PTO Meeting 6 pm • Wednesday, March 8th – Early Release Day -Students dismissed at 12:35 pm • Wednesday, March 8th – Parent/Teacher Conferences 1:05 – 2:40 pm • Thursday, March 9th – Class Picture Day • Thursday, March 9th – Trivia Night at Blue Hill Tavern 6 – 8 pm • Friday, March 10th – 13th – PTO Taharka Brothers Ice Cream Fundraiser • Sunday, March 12th – Daylight Savings Time – Turn Your Clock Ahead One Hour • Friday, March 17th - School Closed • Monday, March 20th – PTO Coffee on the Green Top at Dropoff • Wednesday, March 22nd – School Family Council Meeting 3 pm • Friday, March 24th - PTO Happy Hour - 6 pm Charming Elephant • Thursday, March 30th – Community Arts Night 5:30 – 7 pm • Friday, March 31st – LGP Recognition Ceremony 8:15 am DOCUMENTATION NEEDED FOR YOUR STUDENT It is important that you complete a student packet for each one of your children. Inside, the packet you will find the following: • Student Information Form – 2022 – 2023 School Year • 2022 – 2023 School Year Parent/Guardian Consent Form and COVID Awareness Agreement • Federal Impact Aid Annual Parent - Student Survey • Parent Contract Agreement Signature Form • Student Contracts for the 2022 – 2023 School Year Please review all of this information carefully. When you have completed all forms, please return to your child’s homeroom teacher or the main office. Keep the student contracts at home for future reference. Thank you if you have already completed the forms! STUDENT PACKETS CAN BE PICKED UP IN THE MAIN OFFICE! IMPORTANT DATES THIS MONTH What’s Inside… Top News Stories page 3 • Current HHA information along with upcoming events News from the Teams page 7 • What your child is doing in class along with resource, enrichment and ESOL information Club/Activities News page 12 • Updates and announcements for the many clubs offered at HHA Family Information page 16 • Issues important to our parents on a variety of subjects PTO News page 24 • News from the Parent/Teacher Organization at HHA PLEASE CHECK HTTPS://HHA47.ORG/PARENT-STUDENT-CALENDAR/ FOR THE PARENT AND STUDENT ACTIVITIES CALENDARS 2

BUDGET LOOKING REALLY GOOD Terrific news on the budget for FY24, not only is HHA no longer being “held harmless” as was the case last year, but we are up about $250,000, even with a slightly lower enrollment projection of 852 students. Mr. Hornbeck met with North Avenue staff regarding next year’s budget, and we are projected to have the same robust staffing model as we had for the past several years. Please join us for the Budget Review on Wednesday, March 1st at 3:30 pm. This will be a Zoom meeting at the link below: https://us02web.zoom.us/j/7668667281?pwd=Tk0xSXR5SU9FSUs3bmxicnNrMkF0Zz09Meeting ID: 766 866 7281 Passcode: 453812 HIGH SCHOOL MUSICAL A HUGE HIT! The arts are alive and thriving at HHA. This year, we celebrated the 20th annual production of the Hampstead Hill Players, our music theater group. The Hampstead Hill Players are renowned for producing entertaining, high quality shows that are fun for the whole family. This year’s production of High School Musical included uplifting, feel-good beats and positive messages for theatergoers of all ages. Thanks to everyone who worked incredibly hard throughout the fall and winter to prepare for last month’s performances. We are grateful for the vision and leadership of Director and Music Director Matt Cobb, Producer Michelle Kaminaris and Stage Manager Meaghan Bierley. Our fantastic production team includes Choreographer Cait Drake, Set Designer Liz Hines, Technical Assistant Rebekah Nicholson and Sound and Lighting Designer Tony Berry. These HHA staff members and parents have a passion and commitment to making our annual musical terrific. Their work is deeply appreciated by the entire school community. The theater provides a unique opportunity for many of our students to be a part of something special. A thousand thanks to our dedicated faculty members who take on the musical each year. Our school community is a showcase for outstanding talent on stage and behind the scenes. It comes down to everyone working together. That is the beauty of producing a show. Whether it is through participating in countless evening and weekend rehearsals, selling tickets, working backstage, creating costumes and sets, gathering sponsors or running errands, things big and small come together to make the show possible. Congratulations to the Hampstead Hill Players on yet another tremendous accomplishment. Thank you to our audience of family members, community members and neighbors for their support. TOP NEWS STORIES 3 Scenes from High School Musical Jr.

NIGHT AT THE MUSEUM BLACK HISTORY MONTH CULMINATING ACTIVITY A couple of hundred excited HHA families came out to celebrate Black History at our first ever “Night at the Museum” to learn about the contributions of Black Americans, have fun at various stations (hair braiding was a smash hit!), and eat a wonderful meal catered by Taste This (www.tastethisbaltimore.com) featuring the best in Southern cuisine. Special thanks to AP Anderson for having the vision to pull this event off in such a grand fashion. A big shout out to HHA staff members who turned out to help, including Ms. Ogedengbe, Mr. Farber, Ms. Hicks, Ms. Villa, Ms. Rebekah, Ms. Baker, Ms. Johnson, Ms. Tucker, Ms. Castelan, Ms. Klenk, Ms. Jones, Mr. Lohrman, Ms. Riorda, Mr. Cobb, Ms. Pelligrini-Gaither, Ms. Kosmer, Ms. Lojo, Mr. Lee, Mr. Berry, Ms. Mittenthal, PTO members Vic Victoriano, Jill Vasbinder-Morrison and Yan Zeimei and the many student volunteers. The evening could not have been possible without the following station managers: Megan Braxton (Make and Take), Claudia Kane (Hair braiding), Julia Villa (Vanessa's Heart), Bernetta Baker (Cozy Corner) and Ms. Crystal and Mr. Elijah (Dancers and Drummers). 2022-2023 CRITERIA FOR PRINCIPAL’S LIST AND HONOR ROLL Students at HHA who achieve the highest levels of performance are recognized on the Principal’s List and Honor Roll. Students in the 1st grade must achieve a grade of P in all subjects and a 1 or 2 in all subjects for conduct to be recognized on the Principal’s List. In grades 2-5, the Principal’s List distinction recognizes students with all E’s in Core subjects. In grades 2-5, Honor Roll students are noted for receiving all G’s and E’s in core subjects. You can find a list of our top performing students attached to the magazine. Students in grades 6-8 are recognized for their scholarship, leadership and citizenship through the Leaders Go Places program. HHA IS ACCEPTING PROSPECTIVE STUDENT INFORMATION FORMS FOR THE 2023-2024 SCHOOL YEAR Spread the word to family and friends that information is now being accepted for prospective students for the 2023-2024 school year. You can submit your form for PreKindergarten or a child who is in-zone and plans to attend HHA for the 22-23 school year. For out of zone families, you can submit a form and be added to our waitlist. Visit this link https://hha47.org/admissions/ for detailed information and to complete an interest form. 4 Families had a great time celebrating Black History Month at HHA!

NEWS FROM THE HHA CHARTER OPERATOR BALTIMORE CURRICULUM PROJECT HAROLD HENRY NAMED BCP CHIEF OF SCHOOLS Harold S. Henry, Jr., Principal of Frederick Elementary School, has been named Chief of Schools at the Baltimore Curriculum Project (BCP). Mr. Henry will begin this role on July 1, 2023. This is a new position for BCP, Maryland’s largest operator of neighborhood public charter schools, and will be a key member of BCP’s leadership team with oversight of BCP’s six neighborhood charter schools. Mr. Henry is an experienced educational leader with a deep commitment to responding to the complexity and adaptive challenges facing schools and school systems. In July 2017, Mr. Henry took on the principal role at Frederick Elementary School. In this leadership role, he led the 2017 merger of Frederick and Samuel F.B. Morse Elementary School, two of Baltimore’s lowestperforming public schools in dire need of support and resources. Under his guidance, Frederick has gone from an under-performing school with declining enrollment, high suspension rates and teacher vacancies, to a school with a growing enrollment, low suspension rates and a record of retaining teachers, especially African American teachers. We are thrilled and deeply grateful that Mr. Henry is joining the BCP leadership team, and we enthusiastically await July 1st! ARE YOU SMARTER THAN A BCP STUDENT? Parents and supporters - We are reaching out to invite you to join in a unique fundraising opportunity to support two great organizations – Hampstead Hill Academy and the Baltimore Curriculum Project. On Thursday, April 20th , Baltimore Curriculum Project will host their annual fundraiser and student celebration at the Baltimore Museum of Industry. Enjoy a night out while supporting BCP’s six charter schools. Kickoff the night with cocktails and hors d’oeuvres and live music performed by Hampstead Hill Academy’s student orchestra. Test your knowledge while cheering on a panel of BCP students as they compete against local celebrities, answering trivia questions from the schools’ curriculum. After the show, enjoy dinner and dessert and learn more about all the exciting happenings at BCP's six charter schools. All proceeds from the Are You Smarter Than a BCP Student? fundraiser will be used towards supports for our schools such as: professional development, onsite coaching, materials and resources, etc. This year, $10 of every ticket purchased by your community will come back to your school directly to be used as general funds. Get to experience a fun and festive night out AND support Hampstead Hill Academy! Here how to make sure tickets get credited to your school: Go to https://www.baltimorecp.org/our-approach/smarterthan-bcp/ to purchase tickets online. At checkout, be sure to list your school’s name under the question “Who are you cheering on?” Can’t attend but you would like to support the event or send your favorite teacher(s)? Please email Brianna Kaufman at [email protected]. Thank you for you continued support, and we look forward to seeing you at the event. 5 Mr. Harold Henry, BCP Chief of Schools

Want to stay up to date with the latest news and happenings for BCP and our six charter schools? Visit our website https://www.baltimorecp.org/ and sign up to receive our e-newsletter directly to your inbox! Check out our recent blog from President and CEO, Laura Doherty on HHA’s 8-year charter renewal and what it means to the school community. https://www.baltimorecp.org/hampsteadhill-8-year-recharter/. HOW HHA COMMUNICATES WITH FAMILIES HHA uses the following ways to communicate with families: • Post a monthly news magazine. This is a comprehensive document with information from Mr. Hornbeck, staff, club coordinators, community partners, etc. The magazine is posted monthly at www.hha47.org • Send out parent emails – please sign up to receive emails at www.hha47.org • Post information on the HHA Facebook page at https://www.facebook.com/HampsteadHillAcademy/ • Check out the HHA website at www.hha47.org • Parent and Student Calendars at https://hha47.org/calendar-of-student-parent-events/ - You can set to view in week, month or agenda. • Class DoJo – for parent/teacher communication. Check with your child’s teacher for information on how to join. • Staff emails – List of staff email addresses is located at https://hha47.org/staff-contact-roster/ • Parentlink phone calls • Not sure where to find what, email Ms. Swann at [email protected] or Ms. Mittenthal at [email protected] Sign up to receive HHA emails at www.hha47.org. Look for the icon on the front page of the website at the bottom. 6

PREK Ms. Klenk and Ms. Kaminaris: Students had a blast last month celebrating the 100th day of school, exchanging valentines and learning about Black History Month. This month, students will learn new sounds, and continue on in the language and reading programs. Sometime in March, they will begin the next math unit, Comparison of Length, Weight and Capacity. In Core Knowledge, students will continue to talk about animals, and also read some stories to celebrate Women's History Month. Thank you for all of your continued help and support! KINDERGARTEN Ms. Maciel, Ms. Wallis and Ms. Villa: Students have been learning all about the importance of farms as sources of food and other products. In math, they have been learning about number bonds to 10, addition and subtraction fluency facts and solving word problems. They are also progressing in the reading program. If your student comes home with a red reading book, please make sure to have them read the assigned story three times and fill in the reading log. Students have also been learning about different African American heroes and their contributions to making America a better country. Finally, they celebrated Valentine's Day on Tuesday, February 14th. Students gave each other candies, small gifts and notes. It was really sweet! A second field trip of the year will take place in March. Students will go to the Super Scientific Circus at Goucher College on March 16th. Please make sure to send in the trip money and permission slip by March 3rd. There will be no chaperones selected to accompany students on this trip. Thank you! GRADE 1 Ms. Bierley, Ms. Clary and Ms. Munoz: In social studies, students are learning about important historical and modern-day figures in Black History and are comparing and contrasting fairy tales and folktales from around the world. The students are now looking forward to the second field trip of the school year to Green Meadows Farm. More information will be sent home later this month. Please check your student’s folder each night and ensure that they complete all their homework assignments. Additionally, please be aware of the changing weather patterns and be sure to send your child dressed appropriately. Finally, please have your child practice tying their shoes. This will allow students to develop independence and move safely around the building. NEWS FROM THE TEAMS 7 PreK students celebrated 100 days of school by dressing up as 100-year-old people Kindergarten students sat with their gift bags ready for Valentine Day treats and cards In health class, 1st grade students learned about friendship and made friendship dolls

GRADE 2 Ms. Bonner, Ms. Douglas and Ms. Zoll: Students had a BLAST at Port Discovery in February! A big thank you to all of the chaperones for keeping our students safe, happy and engaged in each section of the museum. Progress reports for Quarter 3 will be sent home shortly. Please make sure to review your child's progress report carefully and reach out to your student's teacher for any questions or concerns. A reminder that your student should bring a healthy snack everyday due to their late lunch period. Please keep checking your student's folder daily as well as Class Dojo for the most current information. GRADE 3 Reading – Ms. Knudsen: Students have read biographies of famous African Americans, learned about endangered animals and have been entertained by fictional texts. They have also worked on the following skills: structuring paragraphs, comparing accounts, writing comparison paragraphs, using text evidence to support comprehension questions and distinguishing between first, second and third person. In the SEL, Second Step program, students have worked to understand what empathy is and how they can show it. They have worked in groups to create random acts of kindness depending on a situation given by the teacher. Please continue to encourage your child to read daily and to work on their Reading IXL Skill Plan 30 minutes a week. Language/Science/Social Studies - Ms. Satterlee: Students are writing two to three paragraph essays and editing increasingly complex sentences. In science class, they are learning how plants grow and survive Math - Mr. Bradbury: Students completed the fractions unit with their most successful scores of the year. In February, students spent time on Unit 5, which focused on length. They converted between different metric units of length as well as US standard measurements. Consider asking students, "What would be a good unit of measure to use for the length of a pencil?" Try having them estimate the length of a room in feet or even yards. They can even show you how to convert a height of 5 ft 10 inches, to just inches. Keep working on those times tables at home. More than half of the third grade can complete 100 multiplication facts in under five minutes. Amazing! GRADE 4 Reading – Ms. Conrad: The Lilies just finished reading A Horse to Remember and have been learning the difference between fantasy, factual and realistic fiction texts. The Carnations and Sunflowers just finished reading Sara Crewe and have been learning about different kinds of figurative language. Students have a book report due on the last day of each month. Here are a few pictures of students' amazing cereal box book reports from January! Language/Social Studies - Ms. Richardson: Students are still mastering subjects, predicates, nouns and verbs. They are now able to identify, verb tenses, present, past, present progressive and past progressive. They are also working on writing dialogue, by quoting characters in a story. Social studies ended with students learning briefly about the American revolution. They have now started science. In the first unit, students will learn about soil, rocks and landforms. 8 Everyone was excited to see repairs being made to the playground Students in Ms. Knudsen’s class enjoy Stuffie Day - a goal they earned for following class expectations

Math – Ms. Ruiz: Students finished Unit 5 on measurement conversions and completed a portfolio project on this topic. They are currently working to finish Unit 6: Decimals. They have learned place values of decimals to the thousandths place, compared decimals and worked to express fractions in a decimal form. In the next unit, they will begin to perform four operations on decimal numbers. GRADE 5 Reading – Ms. Pellegrini: The Pandas class will explore a variety of genres such as short stories, folktales, poetry and informational texts. Some of the titles they will be reading are Making Cloth, Sheep Farming, April Rose in Charge, Hans in Luck, The Heron Family, A White Heron and We are the Geese. The Robins and Owls are wrapping up Unit 2 and will move into Unit 3: Changing Perspectives. In this unit, students will explore a variety of argumentative texts. Please check in with your child about their weekly reading homework to help them build good study habits at home! Science – Ms. Ruppenthal: Throughout March, students will learn about mixtures and solutions. They will compare the solubility of substances in water, identify an unknown substance based on the properties of solubility and crystal form and observe and compare reactants and products of several chemical reactions. On March 15th and 16th, students will take the MISA (Maryland Integrated Science Assessment). Math – Ms. O’Connor: Students are learning about multiplying fractions by fractions and dividing fractions. They have been working on complex word problems with these operations. Next, they will begin work on unit conversions with both the metric and customary systems. They will apply these skills to word problems. Following Module 4, students will begin work on area and volume, as well as geometry. GRADE 6 Humanities – Mr. Farber: Students are about to begin Bronx Masquerade, the third novel of the year. Like the other books, it will mainly be read independently. Students will learn about poetry and expressive writing during this unit. Students also recently completed a literary response writing assignment on either Walk Two Moons (Blue Jays) or Romeo and Juliet (Broncos and Hawks). In social studies, they have started to study ancient civilizations in Mesopotamia. They have also been learning about historically significant African Americans each day for Black History Month. Math – Ms. Bentil: Students will write and solve one-step and multi-step equations and inequalities using the algebraic method. They will end the unit by graphing inequalities, and then will begin the geometry unit. They will use area formulas to find the area of triangles, quadrilaterals and polygons. Science – Ms. Poole: Sixth grade scientists have become experts on all things regarding light and ecosystems. Viewing a dissection of the sea lamprey and bony fish was a highlight of the second unit. Ask your student what organ the sea lamprey is missing and why it doesn’t need that organ. You may be surprised, or grossed out by their answer. Students also enjoyed making friends and experimenting with worms. Have them tell you all about the purpose of the lab. Do you consider water to be food? Have your student explain the scientific answer to that question. In the next unit, students will begin to explore chemistry with a focus on the question: How can I smell things from a distance? GRADE 7 Language Arts – Ms. Locke-Jones: Students are analyzing the "utopian" society of The Giver while comparing and contrasting the dystopian society of The Hunger Games. They will build strengths through IXL and intervention days. Students are looking forward to beginning their Quarter 3 essay. Social Studies – Mr. Ball: Students began the quarter analyzing the run-up to the Revolutionary War. They analyzed the major events and had a series of mock debates in which students played the role of either a Loyalist, Patriot or someone who has still undecided and debated whether or not to rebel based on the events transpiring in the colonies. After this, the students analyzed the Declaration of Independence to identify the major 9 Ms. Ruiz’s math student holds up her portfolio project on measurement conversions Students in Ms. Poole’s science class recently learned about the sea lamprey and bony fish

10 principles within the document. Next, they analyzed the course of the American Revolutionary War to determine how the Continental Army was able to defeat the British. Starting in March, students will analyze the Articles of Confederation and how the weaknesses of that government led the framers to initially call for reform and eventually throw those articles away to write a new government. Next, students will look at the debates during the Constitutional Convention relating to how states are represented in the legislatures, how to count the enslaved population and how to elect the chief executive. Math – Mr. White: Students will start unit 4A: Geometry. They will solve problems involving scale drawing of geometric figures, including computing actual lengths and areas from a scale drawing. They will also learn the formulas for area and circumference of a circle and use them to solve problems. In addition, students will use facts about supplementary, complementary, vertical and adjacent angles in a multi-step problem to write and solve equations for an unknown angle in a figure. GRADE 8 Language Arts – Ms. Kosmer: Students have finished their essay, Is College Worth It? They found evidence from different articles and then refuted their own argument with a counterclaim. They have started the next unit which is a Civil Rights unit. They are researching a specific event that happened during the movement. Then they will create a website to demonstrate their knowledge of the event and how it impacted history. Once that is completed, the Panthers and Bisons will read the core text To Kill A Mockingbird and the Seagulls will read Monster. Pre-Algebra/Algebra 1 – Mr. Pratta: Students will begin to interpret, write and solve quadratic equations. They will learn that writing and solving quadratic equations is a way to precisely describe and answer questions about quadratic functions. It is especially useful for finding input values that produce certain outputs. Students will then solve quadratic equations by reasoning, rewriting expressions in factored form and using the zeroproduct property by completing the square and by applying the quadratic formula. They will also rewrite expressions in vertex form to solve problems about the maximum or minimum value of a function. Science – Mr. Lohrman: Students will continue to prepare for the MISA science test. The test is on all science learned from 6th to 8th grade. The test will be taken March 15th and 16th . LEADERS GO PLACES Leaders Go Places motivates students to reach rigorous academic goals. Our middle school students are off to a great start in the third quarter! All third-quarter leaders will be celebrated at the Recognition Ceremony on March 31st. On the same day, all students who made the level will be rewarded with a trip to Urban Air Adventure Park. One unique and important aspect of LGP is our commitment to contributing to the common good. Students are required to complete at least two hours of community service in order to make Bronze level. In the second quarter, students went way beyond that. On average our students completed five hours each! Our students have worked at homeless shelters, served food to those in need, made care packages for mothers and families, cleaned up local parks, and wrote letters to young children in the hospital and much more. This is what leadership really means. Check out these numbers for service hours: TECHNOLOGY Ms. Sparwasser: In the lower elementary grades, students continue to work with codeSpark to make and solve creative puzzles and build coding skills. In grades 3 - 8, for Quarter 3, students are using Google Slides to tell If-Then Adventure stories. MUSIC Ms. Drake: As we move into spring, students will experiment with different ways to create music and movement with their own bodies. They will play instruments, create their own instruments and find unique ways to be musicians with items they already have. INSTRUMENTAL MUSIC Ms. Alexander: During the month of February, in celebration of Black History Month, HHA's instrumental music students took a field trip to attend a Baltimore Symphony Orchestra education concert that featured great works by Black composers. On Thursday, March 30th, please join us for the second Community Arts Night of the school year, with performances by HHA's student musicians, a gallery showcasing student artwork and a community dinner prepared by the Culinary Arts Club. We hope to see you there! Grade Level Total Hours 6 386 7 396 8 378 1167 ENRICHMENT

11 LIBRARY Just a friendly reminder to help your student to remember to return library books when they are finished reading them. Students can bring back books any day. Please just have them ask their teacher to come to the library. Any questions/concerns or have specific book requests for your student? Please Dojo Ms. Kannam anytime. ART Ms. Butcher: Grade 1 and 2 students learned about the architect Mimar Sinan and created 3-D clay models of buildings and cities. Grade 3 and 4 students learned about the artist Alma Woodsey Thomas and created watercolor paintings using her abstract style of painting. PHYSICAL EDUCATION Mr. Edwards: PreK and kindergarten students will work on spatial awareness and locomotor movements. Additionally, they will be introduced to rhythm movements with music. Grade 1 – 4 students are performing conditioning workouts and cooperative gameplay. They will continue to develop movement skills of throwing and kicking. Middle school athletes will perform HIIT training workouts. The middle school students will also develop their own workouts designed for their fitness level. They will be introduced to vocabulary terms related to exercise (target heart rate, resting heart rate, body weight exercises, circuits, repetitions, workout scheduling etc.) They will discuss the ways to be physically active for an entire lifespan. HEALTH Ms. Riorda: Students in the elementary classes have been learning about healthy and positive friendships, exploring the different types of families their classmates have and get to role play how to be an up-stander and not a bystander. Middle school students will learn about puberty, reproductive health and healthy relationships. This is a great time to talk to your child about being healthy and safe. SPECIAL EDUCATION Ms. Shaffer March is Developmental Disabilities Awareness Month. In 1987, President Ronald Regan declared March as Developmental Disabilities Awareness Month. March is our special chance to join together to advance this mission to the wider world. For more information, visit https://nacdd.org/ddam1/ ESOL DEPARTMENT NEWS Ms. Hicks, Mr. LaBarr, Ms. Brezenoff, Ms. Ziemba and Ms. Hyatt: The ESOL teachers are incredibly proud of the perseverance and focus demonstrated by our students in February. In addition to all of their regular work and various standardized tests, they are finishing the annual WIDA assessment. They are busy scholars, but will continue their best efforts and finish strong with the WIDA assessment. UNIFORM REMINDER The HHA student uniform is a collared navy-blue shirt or the no-cost HHA student school shirt with tan or khaki pants, shorts or skirts. Shorts and skirts may not be shorter than fingertip length. Jeans are not permitted. If your child needs an extra layer in the classroom, we suggest a navy blue or tan sweater or crew (not hooded) navy blue sweatshirt. Outdoor jackets and hooded sweatshirts are not acceptable to be worn during the day in the classrooms. PreK students learn about fish in Nature Exploration by shaping a fish out of food

12 GIFTED AND ADVANCED LEARNING PROGRAM Ms. Guitian: How did ancient humans make music? How can I write an adventure story that includes creatures from different mythologies? How does water pollution affect frogs, and how can we help them survive? How can I reduce waste and learn to upcycle old clothing? These are just a few of the driving questions that GAL students in grades 2 - 4 are challenging themselves to answer. Throughout February, students browsed books on a variety of topics and learned how to craft a big, open question that will drive our research during March. This month, students will dive in to research to find answers to their questions while learning effective note taking and how to track their resources. Because the students are passionate about their topics, don’t be surprised if they ask you to take them on a library or museum visit or request unusual supplies. Please let Ms. Guitian know if you have any questions about your child’s project. As a reminder, students will not be permitted to join two clubs that meet on the same day. NOTIFICATION OF CLUB OPENINGS Parents will be notified two ways regarding club openings. Some club coordinators will send an interest form home with the student to complete and return to school. Other coordinators will send out an interest form via e-mail and posting on the HHA Facebook page. Parents signed up to receive emails will receive these notifications. You can sign up to receive emails on the HHA website at www.hha47.org. If more students sign up for a club than there are openings, a lottery will be held. Students selected will receive a permission slip. If your child does not receive a permission slip, your child was not selected in the lottery. THE COMMUNITY BUILDERS OF HHA SERVICE CLUB FOR MIDDLE SCHOOL STUDENTS The Community Builders of HHA hosted a successful band-aid drive in February. Thank you to everyone who donated colorful or character bandaids. The children at the University of Maryland Hospital’s Child Life Center will appreciate the generosity. In March, the members will plan their next event to raise money for the Believe in Tomorrow Foundation. Club members will meet in Mrs. Kaminaris’ room on March 7th and March 21st . STEAM CLUB STEAM has been in full swing this month and will end on March 2nd. Students have learned about pitch by making pan flutes. They have also learned about balance and gravity by creating "balancing buddies," explored the effects of oil spills by completing a simulation experiment and so much more. The students had a blast learning through science, technology, engineering, art and math integration. Class Picture Day CLUB/ACTIVITIES NEWS STEAM students learning about balance and gravity and the effects of oil spills Class pictures will be taken on Thursday, March 9th. Students need to bring the picture envelope to the camera with the payment and photo package selected. Students will be photographed with their class and need to be in uniform.

THE HHA HILL HAMSTERS LEGO ROBOTICS The HHA Hill Hamsters Lego Robotics team had an exciting 22-23 season. They worked hard the last several weeks to get ready for the Baltimore City Qualifiers. At the Qualifiers, they won best Robot Design and won 3rd place for the Robot Competition. They were one of three Baltimore City Teams to go onto the First Lego League State Championship at UMBC this past weekend. State pressure pushed them to have their best presentation performance to date presenting their portable parasol battery charger. They tied for 29th place out of 60 in the Robot Challenge (TBD in the other 3 categories) but most importantly, they had fun, saw many innovated Maryland Lego projects and gave much time and effort to go to the MD FLL State Championship. Thank you to all the parents who supported the late-night practices; to the HHA PTO for sponsoring the Hamster Team t-shirts and to our students! SCIENCE OLYMPIADS On February 11th, the Science Olympiads competed in an Invitational Tournament at Johns Hopkins University. Students competed in 16 events, including Bridge, Crime Busters and Solar System. They placed in 15 events and received 1st place in 11! The next tournament is the Regionals held at Morgan State University on March 4th. Best of Luck! Congratulations to the HHA Hamsters for a job well done! Congratulations to the HHA Science Olympiads! Good luck at your next tournament! HHA Choir performs for Black History Month as part of the Baltimore Children’s Choir 13

TRAVELING AROUND THE WORLD WITH CULINARY ARTS CLUB Students enjoyed making and tasting foods from around the world. They made soul food with Ms. Jones; and then made sushi and crepes. They also made rice with Ms. Yan. Please mark your child’s name in all of their school items. If an item is placed in Lost and Found and a name is not on the item and is not claimed after one week, it will be donated to charity! 14

LEGO CLUB PLAYGROUND CLEANUP Thank you to all of the students who helped to clean up the playground and around the school. More than 30 members of Trash Picking Team #5, made up of HHA students, have been picking up trash in Patterson Park and in the Canton neighborhood the last several months. In order to honor their kindness and hard work, local businesses, The Original Pancake House, and Michelle Fullmer Realtor with Douglas Realty, sponsored their first gathering with a pancake party. Thank you to the Trash Picking Team #5 for cleaning up in our neighborhood, and thank you to the community who cares and supports our kids’ kindness acts. Lego fun in the winter session! Stay tuned for a new format for an abbreviated spring session. Details coming soon! Members of the Trash Picking Team #5 enjoyed a pancake breakfast for their hard work in keeping our neighborhood free of trash 15

16 LEARN ABOUT MCAP Spend some time learning about this state assessment for your child at the Maryland State Department of Education at https://marylandpublicschools.org/about/Pages/DAAIT/index.aspx KNOW THE NO’S • No gum at school. It is distracting and prevents students from reading aloud clearly. • No smoking in or around school property. This is against the law on school property. • No double parking or idling at drop-off and pickup. Double parking creates a dangerous situation, and you could get a $252 ticket for double parking. • No crossing in the middle of the street. Cross your child at the corner. Do not encourage your child to get to school by crossing in the middle of the street! This can be extremely dangerous for your child. • Please remind your child, especially older children, that ball playing is not allowed in front of the school or on the greentop during school arrival and dismissal times. Also, ask them to be mindful of smaller children to avoid accidentally bumping into them. THE COUNTDOWN CONTINUES • 62% of the school year is completed • 111 of our 180 student days have passed • There are approximately 40 school days left until our 3-8 grade students take the MCAP Assessment in reading and math beginning in May, 2023. FAMILY INFORMATION Sign up for Busy Bees Summer Camp at https://forms.gle/uizUZmYD6hVjLs5W9 Upcoming Event Community Arts Night Thursday, March 30th 5:30 – 7 pm

HHA is serious about attendance. Our talented staff cannot teach unless students attend school. There is a district-wide focus on student attendance. Again this year, there will be mandatory hearings at school headquarters for the parents of students with poor attendance. Each month, the newsletter will include this chart so students and parents can review attendance averages. Congratulations to the 2 nd Grade Team for having the highest attendance average for February. This grade level will receive a PTO sponsored pizza party. NEWS FROM THE LATINO COMMUNITY OUTREACH DEPARTMENT HHA is sponsoring a food drive in partnership with Operation Matto Grosso for the second year. The food drive will take place from March 6th to the 16th. You can drop off your donations in the main office or with the homeroom teachers. For any questions, please call Mrs. Castelan. Update about the English Classes: The parents attending the English classes have learned so much. They are having more complex conversations with new vocabulary. They also took a moment to celebrate their instructor's birthday on Valentine’s Day. In February, Ms. Ziemba offered a workshop in Spanish to our Latino community about the importance of keeping the primary language at home. She shared strategies and the benefits of raising bilingual kids. Thank you, Ms. Ziemba! February Grade Attendance% HHA average 93.96% Grade 2 95.23% Grade 3 95.01% Grade 5 94.81% Grade 4 94.73% Grade 1 94.34% Grade 8 94.27% Grade 7 93.94% Grade 6 93.43% Kindergarten 91.34% PreK 91.27% Year Grade Attendance% HHA average 93.80% Grade 2 95.12% Grade 3 94.50% Grade 8 94.20% Grade 7 93.99% Grade 6 93.84% Grade 1 93.68% Grade 5 93.65% Grade 4 93.15% Kindergarten 92.98% PreK 91.92% 17 STUDENT ATTENDANCE In honor of Black History Month, Ms. Pittman and Ms. Castelan gave a cooking class about soul food at the "Padres Unidos" meeting. The participants learned new recipes and had a fun time tasting all of the food. Thank you, Ms. Pittman!

Save the date: Baltimore Family Alliance events To Market To Market: Lexington Market on Saturday, March 25th from 11 am-2 pm To Market To Market: Broadway Market on Sunday, April 30th from 2 pm – 5 pm Baltimore Family Alliance Connecting Communities / Empowering Families www.baltimorefamilies.org Facebook: @BaltimoreFamilies Twitter: @BaltFamilies Instagram: @BaltimoreFamilies CAREFIRST COMMUNITY ENGAGEMENT CENTER The CareFirst Community Engagement Center is available for the community and surrounding areas. The CareFirst Engagement Center connects our local community to the health services and support they need. Offerings at our Canton neighborhood location include wellness classes, inperson customer service assistance, community partner events and referrals for baby diapers, clothing, milk, internet discounts, housing counseling services and more. Everyone is welcome. Spanish speakers are available. See flyer at the end of the news magazine. SEL CHECK UP: SOCIAL AND EMOTIONAL LEARNING IN THE CLASSROOM by Steve Plunk, Director of Restorative Practices This year’s schoolwide implementation of the Second Step social and emotional learning program is winding down. Most teachers have started lessons from the 4th and final unit of the CASEL - Select Social Skills Curriculum. This includes Problem Solving for students in kindergarten - 5 and Managing Relationships and Social Conflict for students in grades 6 - 8. In the K - 5 problem solving unit, students learn how to apply their emotion management and communication skills to solve interpersonal problems and demonstrate strategies for effectively dealing with interpersonal conflict. By the end of the unit students should be able to: • Identify the problem in a given scenario • Demonstrate an appropriate problem-solving strategy (for example, assertively asking the person what you need, apologizing or making amends, reporting to an adult) in a given scenario. • Apply the four-step conflict resolution process (this is explicitly taught to students in grades 3 - 5. The poster graphic details the steps of the STEP model.) 18

In the grades 6 – 8 Managing Relationships and Conflict unit, students learn strategies for developing and maintaining healthy relationships, perspective-taking and dealing with conflict. By the end of the unit, students should be able to: • Recognize the difference between minor and major social conflicts • Describe the different perspectives of the people involved in a conflict • Apply the four-step conflict resolution process (STEP) • Identify ways to make amends after a social conflict • Differentiate between healthy and unhealthy relationships. (This topic is also covered in Ms. Riorda and Ms. Johnson’s health education lessons and in Ms. Lightkep’s classroom guidance lessons.) The Second Step problem solving model aligns closely with the Restorative Practices conflict resolution questions. The STEP model starts with Say the Problem, which asks students to identify what the conflict or problem is. In Restorative Practices, this is framed as, ‘What happened?’ The STEP model then asks how each person feels and what they might need or want. In Restorative Practices, this is framed as, ‘What were you feeling or thinking at the time/what do you need or what do you need to do to make things right?’ The STEP model spends more time exploring solutions by asking students to think of possible solutions to the problem and then evaluating the positive and negative consequences of each solution. Ultimately, students pick the best solution based on that evaluation process and then create a plan for implementation. Second Step Home Links for Kindergarten through 8th Grade Scroll down to the grade level of your child below to see an overview of the lessons, including strategies you can use to reinforce the skills at home. For parents and caregivers of students in kindergarten through 5th grade, be sure to check the end of the news magazine for a more detailed overview of the Second Step unit based on your child’s grade level. Kindergarten Lesson Overviews and Home Link Questions Lesson 16: We Can Say the Problem In this week’s lesson, your child will learn how to state a problem without blame or name calling. They’ll practice identifying problems in given scenarios, listen to their teacher state the problem, and then repeat the statement. Try This at Home: Children may be tempted to blame others when they’re upset about something. Encourage your child to avoid blame by describing what happened without focusing on who is at fault. Lesson 17: Ready to Solve Problems In this week’s lesson, your child will learn that taking time to feel calm before reacting is a helpful first step to solving a problem. Try This at Home: Let your child see you taking a moment to feel calm at home when things are busy or stressful. For example, say, “Today was a really busy day. I’m going to take a few slow breaths to help me feel calm.” Invite your child to join you. Lesson 18: Apologizing Can Help In this week’s lesson, your child will learn that apologizing is one way to begin to solve problems. They’ll practice using the phrases, “I’m sorry. Are you okay? How can I help?” as a way to help solve problems. Try This at Home: Ask your child to teach you the three parts of the apology they learned. Encourage them to apologize when the opportunity arises at home. Lesson 19: Taking Turns and Sharing In this week’s lesson, your child will practice solving problems by offering to share and take turns. Try This at Home: Encourage your child to offer to share and take turns with items at home. Lesson 20: We Can Solve Problems In this week’s lesson, your child will show what they have learned about solving problems. They’ll suggest ways to solve problems in different scenarios and draw a picture of themselves using a problem-solving strategy. Try This at Home: If problems or disagreements arise at home, for example, between siblings, ask your child to suggest a way to help solve the problem. Grade 1 Lesson Overviews and Home Link Questions Lesson 16: How to Say the Problem In this week’s lesson, your child will learn how to state a problem in a respectful way, without blame or name calling. They’ll practice identifying problems and then state the problem respectfully. Try This at Home: Children may be tempted to blame others when they’re upset about something. Encourage your child to avoid blame by describing what happened without focusing on who is at fault. Lesson 17: Was It an Accident? In this week’s lesson, your child will learn helpful ways to respond to a problem caused by accident. They’ll practice phrases for apologizing: "I’m sorry. It was an accident. Are you okay? How can I help?" Try This at Home: When accidents occur at home, take time to apologize and encourage your child to do the same, using the new phrases they learned at school this week. Lesson 18: Ask for What You Need In this week’s lesson, your child will learn the importance of asking for what they want or need in order to solve a problem. They’ll practice making polite requests with the phrases, “Can I, please . . . ?” and “Could you, please . . .?” Try This at Home: Ask your child to sing the problem-solving song they learned this week. Have your child teach you the tune and sing it together. Here are the lyrics: Can I, can I, can I? Could I, could I, could? When I have a problem, these words help me feel good. Can I, can I, can I? Could I, could I, could? I can ask for what I want to help me feel good. I know what I want right now, I want to play with you. 19

Can I please, could I please, play that game too? Can you, can you, can you? Could you, could you, could? When I have a problem, these words help me feel good. Can you, can you, can you? Could you, could you, could? I can ask for what I need to help me feel good. I know what I need right now, I’m feeling really sad. Could you please talk with me about that fight we had? Can I, can I, can I? Could I, could I, could? I can ask for what I want to help me feel good. Can you, can you, can you? Could you, could you, could? I can ask for what I need to help me feel good. When I have a problem, these words help me feel good. Lesson 19: We Can Make It Better In this week’s lesson, your child will learn and practice ways to make amends to start to solve a problem. Try This at Home: If disagreements or hurt feelings occur at home between siblings or family members, help your child think of a way to make amends, help others feel good, and start to solve the problem. Lesson 20: Solving Problems In this week’s lesson, your child will show what they’ve learned about solving problems and suggest ways characters in a comic can apologize, ask for what they need to solve the problem, and make amends. Try This at Home: Help your child practice their problem-solving skills at home. Reinforce the importance of apologizing, asking for what they want or need, and finding a way to make amends when they encounter a problem. Grade 2 Lesson Overviews and Home Link Questions Lesson 16: The Way to Say a Problem In this week’s lesson, your child will learn how to state a problem without using blame words. Try This at Home: Ask your child for an example of blame words. Have them explain how they’d say a problem without using blame words. Lesson 17: Thinking of Solutions In this week’s lesson, your child will learn that thinking of more than one way to solve a problem can help them find one that works better or that they like better. Try This at Home: Ask your child to explain why it can be good to think of more than one way to solve a problem. Lesson 18: Which Solution? In this week’s lesson, your child will learn that some solutions are better than others for a problem. Try This at Home: Ask your child if playing rock, paper, scissors would be a good solution if they spilled water on someone’s paper. Why or why not? Lesson 19: What Would I Want? In this week’s lesson, your child will learn that after causing a problem accidentally, besides saying sorry they can do something to make the situation better for the other person. Try This at Home: Encourage your child to think of ways to make amends or do more than say sorry after an accident. Lesson 20: Be a Problem-Solver In this week’s lesson, your child will use what they’ve learned from the unit to solve a given problem. Try This at Home: Ask your child how they solved the problem of Clea and Raquel both wanting the same book in the library. Grade 3 Lesson Overviews and Home Link Questions Lesson 16: STEP by Step In this week’s lesson, your child will learn a new process for solving problems called STEP. Ask your child if they can recall what each letter in STEP stands for. (S: Say the problem, T: Think of solutions, E: Explore the outcomes, P: Pick a solution.) Lesson 17: S: Say the Problem In this week’s lesson your child will learn how to say a problem by thinking about what each person wants or needs. Try This at Home: Ask your child how they would say a problem respectfully, without blaming anyone. Lesson 18: T: Think and E: Explore In this week’s lesson, your child will learn to analyze possible solutions to a problem by considering whether each solution gives each person what they want. Try This at Home: Ask your child to explain how they would decide whether a solution works for each person involved in a problem. Lesson 19: P: Pick a Solution In this week’s lesson your child will learn to pick a solution to a problem by either finding a compromise or by showing kindness. Try This at Home: Ask your child to explain what a compromise is. Lesson 20: Solving a Problem In this week’s lesson, your child will apply the STEP process to show what they know about problem-solving. Try This at Home: Ask your child to tell you how they and their partner solved the problem that Jase and Lila had while playing tag. Grade 4 Lesson Overviews and Home Link Questions Lesson 16: A Good Problem-Solver In this week’s lesson, your child will learn two ways to become a better problem-solver: speaking up for what they need and feeling calm before trying to solve the problem. Try This at Home: Talk with your child about times when they might have an interpersonal problem (a disagreement between two or more people) with a friend. Encourage them to use these moments as opportunities to practice feeling calm and speaking up for what they want or need. 20

Lesson 17: Saying It Respectfully In this week’s lesson, your child will begin to learn a process for solving interpersonal problems. They’ll learn how to say the problem respectfully and without blame. Try This at Home: Talk with your child about an interpersonal problem they’ve had at home. Help your child think about each person’s point of view, and then work together to say the problem respectfully. Lesson 18: Exploring Outcomes In this week’s lesson, your child will learn how to weigh the pros and cons of possible solutions to an interpersonal problem by thinking about the points of view of everyone involved. Try This at Home: Talk with your child about a time when they successfully solved an interpersonal problem. What solutions did they consider, and what were the pros and cons of each solution? Describe a time when you found it helpful to think of each person’s point of view when predicting whether a solution to an interpersonal problem might work. Lesson 19: A Good Solution In this week’s lesson, your child will learn how to successfully solve an interpersonal problem by picking a solution that’s safe, respectful, and can work for everyone involved. Try This at Home: Talk with your child about a time when they were able to solve a problem with a safe and respectful solution that worked for everyone involved. Describe a time when you did the same. Point out that solving problems may not always be easy, but it’s worth the effort. Lesson 20: STEP into Problem-Solving In this week’s lesson, your child will practice the STEP process they learned in this unit to solve problems. STEP stands for S: Say the problem, T: Think of solutions, E: Explore the outcomes, and P: Pick a solution. Try This at Home: Talk with your child about a time when they experienced interpersonal problems. Ask how they will use the STEP process to try solving these problems. Grade 5 Lesson Overviews and Home Link Questions Lesson 16: Beginning to STEP In this lesson, your child will learn how to begin to solve an interpersonal problem. This includes finding a way to feel calm, saying the problem respectfully, and deciding whether an adult’s help is needed. Try This at Home: Ask your child what kind of interpersonal problems they can solve on their own, and when they might need an adult’s help. Lesson 17: When? Where? Who? In this lesson, your child will consider when, where, and with whom it would be best to work on an interpersonal problem. Try This at Home: Ask your child why it’s important to think about when, where, and with whom it would be best to work on an interpersonal problem. Lesson 18: Solutions Web In this lesson, your child will evaluate solutions to an interpersonal problem by thinking about the problem from each person’s point of view. Try This at Home: Tell your child about a simple interpersonal problem that you’ve experienced and describe each person’s point of view about the problem. Ask them to help you think of solutions and predict the possible outcomes of each solution. Lesson 19: Let’s Reflect In this lesson, your child will reflect on whether a solution to an interpersonal problem worked for everyone involved. Try This at Home: Ask your child how they can know when they’ve found a good solution to an interpersonal problem. Lesson 20: Putting It All Together In this lesson, your child will use the STEP process they learned in this unit to solve an interpersonal problem. STEP stands for S: Say the problem, T: Think of solutions, E: Explore the outcomes, and P: Pick a solution. Try This at Home: Ask your child to tell you about the STEP process and give an example of what someone would do in each part of the process. Grade 6 Lesson Overviews and Home Link Questions Lesson 20: You’re Changing In this week’s lesson, your child will examine changes they’ve gone through and how those changes can affect their relationships. Question: Share how one of your friendships or relationships has changed over time. Ask your child to share how some of their friendships have changed since starting middle school. Lesson 21: Why Conflicts Escalate In this week’s lesson, your child will identify behaviors that can cause conflicts to escalate, so they keep them from becoming more serious. Question: Tell your child about a time when you played a part in escalating a conflict. Explain what you wished you had done instead. Ask your child if they are part of a conflict right now that they need help with. Lesson 22: Considering Multiple Perspectives In this week’s lesson, your child will learn how to view situations from multiple perspectives so they can better avoid and resolve conflicts. Question: Tell your child about a time when your view of a conflict changed because you were able to see it from another person’s perspective. Ask your child if they have changed their view about a conflict lately. Lesson 23: Respectful Communication In this week’s lesson, your child will practice using non-blaming language to resolve conflicts. Question: Ask your child to give you an example of non-blaming, respectful communication. Brainstorm with them to think of a time in your household when non-blaming language could have been 21

helpful and make a plan for how to use respectful communication in the future. Lesson 24: Resolving Challenging Conflicts In this week’s lesson, your child will think through different ways to resolve a conflict and choose the one they think is best. Question: Ask your child why they think different conflicts need different solutions. Tell your child about a time when you had to think about the best way to solve a conflict. What did you think about? Did it work out in the end? Lesson 25: Making Amends In this week’s lesson, your child will learn ways to make amends and restore a relationship they may have harmed. Question: Tell your child about a time you had to make amends with someone. What did you do to repair the harm? Lesson 26: Conflict Solvers In this week’s lesson, your child will use their conflict-solving expertise to help solve a realistic peer conflict. Question: Ask to see your child’s assignment. If they don’t have it, ask them to explain it to you. Think of a realistic conflict from real life, TV, a movie, or book and have your child explain the steps they would take to resolve it. Grade 7 Lesson Overviews and Home Link Questions Lesson 20: What Makes a Conflict Escalate? In this week’s lesson, your child will examine common reasons social conflicts escalate from minor to major. Question: Discuss with your child a time in your life when you were involved in an escalating conflict. What do you wish you had done instead? Ask your child if they are part of a conflict right now that they need help with. Lesson 21: Keeping Your Cool in a Conflict In this week’s lesson, your child will explore how using emotionmanagement strategies, such as slow breathing, walking away, reframing the situation, and practicing positive self-talk, can help prevent a conflict from escalating. Question: Share with your child strategies you use to help yourself feel calm during escalating conflicts. Ask them to tell you any additional strategies they find helpful beyond the ones covered in the lesson. Lesson 22: Conflicts and Perspectives In this week’s lesson, your child will learn how to listen to and consider someone else’s perspective during a conflict. Question: Discuss with your child a time in your life when your view of a conflict changed because you were able to see it from another person’s perspective. Ask your child if they have changed their view about a conflict lately. Lesson 23: Resolving Conflict Part 1 In this week’s lesson, your child will learn how to describe a conflict in a non-judgmental way by avoiding blaming language. Question: Discuss with your child a time in your life when you had a particularly difficult time resolving a conflict. How did avoiding blaming language help? Lesson 24: Resolving Conflict Part 2 In this week’s lesson, your child will learn how to consider possible solutions, determine the negative and positive consequences of each of those solutions, and agree on the best solution for resolving a conflict. Question: Ask your child why they think different conflicts need different solutions. Discuss with your child a time in your life when you had to think about the best way to solve a conflict. What did you think about? How did it work out? Lesson 25: Taking Responsibility for Your Actions In this week’s lesson, your child will learn how to take responsibility for their actions in a conflict and make things right. Question: Discuss with your child a time in your life when you had to take responsibility for your role in a conflict. What did you do to make things right and repair the harm? Lesson 26: Tips for Resolving Conflicts In this week’s lesson, your child will apply the skills and knowledge they’ve learned in this unit to create a tip sheet for resolving conflicts. Question: Ask to see your child’s assignment. If they don’t have it, ask them to explain it to you. Think of a realistic conflict from real life, TV, a movie, or a book, and have your child share what tips they think would be helpful in resolving it. Grade 8 Lesson Overviews and Home Link Questions Lesson 20: My Values In this week’s lesson, your child will explore their values and identify how behaviors that are important to them show them what they value. Question: Ask your child about some of the values they have identified and why. Share a few of your own values and how you live out those values in your day-to-day life. Lesson 21: Values and Relationships In this week’s lesson, your child will draw connections between their values and the healthy relationships in their life. Question: Ask your child about how one of their values shows up in a healthy relationship they have. This could be a friendship, a sibling or other familial relationship, or even a professional relationship with a teacher or coach. Lesson 22: Recognizing Others' Perspectives In this week’s lesson, your child will practice viewing conflicts from multiple perspectives to keep conflicts from escalating. Question: Tell your child about a time when your view of a conflict changed because you were able to see it from another person’s perspective. Ask your child if they have changed their view of a conflict lately. 22

Lesson 23: Finding the Best Solution In this week’s lesson, your child will learn to find solutions to a conflict that everyone can agree on. Question: Ask your child about a conflict they recently had where they got something they wanted after it was resolved. Share a similar situation of your own. Lesson 24: Making Things Right In this week’s lesson, your child will learn ways to make amends after a conflict and restore a relationship they may have harmed. Question: Tell your child about a time you had to make amends with someone. What did you do to repair the harm? Lesson 25: Unhealthy Relationships In this week’s lesson, your child will identify signs of an unhealthy relationship. Question: Ask your child who they would go to for advice and support if they found themselves in a relationship that was unhealthy. Share why one of your close friends or family members is someone you turn to for advice and support. Lesson 26: Guide to Healthy Relationships In this week’s lesson, your child will create a guide to healthy relationships to inform, encourage, and inspire their peers. Question: Ask to see your child’s project. If they don’t have it, have them describe it. Ask them what the most important thing they learned about healthy relationships is. Lesson 27: High School Challenges In this week’s lesson, your child will think ahead to some of the challenges they might face when starting high school and identify people they can go to for help. Question: Ask your child about something that makes them nervous about starting high school. Share one thing you were nervous about when you first started high school, but that got better over time. CALM STRIP BREATHING SQUARES ROLL-OUT CONTINUES by Steven Plunk, Director of Restorative Practices As reported last month, the PTO-sponsored calm strip breathing squares continue to be a hit. Teachers in grades 1-3 have used their class sets in a variety of ways, from having students keep them in their seat sacks or affixing them to their folders. Pictured below, Michael H., a 1st grade student in Ms. Bierley’s class, has his square on the ready during enrichment class with Ms. Riorda. A limited number of the square breathing supports were given to upper elementary teachers to use in their classrooms. Below, 5th grade student Jack T. , a student in Ms. Ruppenthal’s homeroom, leads his class through the square breathing technique during the morning announcements. 23

24 MESSAGE FROM THE PTO We hope that you have been having a wonderful time with your family and look forward to continuing an educational and successful school year. With your participation in the PTO, we can accomplish more together. Volunteers always welcome for any or all school events. HAVE ANY QUESTIONS, EMAIL [email protected] TRANSLATION AT PTO MEETINGS Participants will no longer need to request translation at PTO meetings. Spanish language translation will be available at meetings regardless of request. Please join us. HARRIS TEETER Attach your Harris Teeter VIC card to HHA via the store’s Together in Education Program. When you shop Harris Teeter brands, a percentage of your purchase is donated to the school that your VIC card is linked to. There are no limits to how much a school can earn, and in past years HHA has earned thousands to support school initiatives. However, families must register to earn funds. The school code to register at your Harris Teeter customer service is (2488). You can sign up online at harristeeter.com/together-in-education. BOX TOPS FOR EDUCATION Download the box tops for education app from the Google play store and don’t forget to upload your receipts of participating products on the app so that HHA can receive credits that are donated to the school which are used for school essentials. UPCOMING PTO EVENTS HAVE ANY QUESTIONS, EMAIL [email protected] PTO NEWS

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26 PTO FINANCIAL STATEMENT FOR THE MONTH OF FEBRUARY Revenue Expenses B3 $200.00 PTO Storage $63.00 Donation $100.00 BeeKind $129.58 Amazon Smile $123.49 School Wishlist $46.79 BeeFit $344.50 Total Revenue $423.49 Lego Robotics Club $254.40 Account Balance Starting $58,434.14 Total Expenses $838.27 Ending $58,019.36 • • • • Southeast Anchor Library - located at 3601 Eastern Avenue; 410-396-1580, www.prattlibrary.org/locations/southeast/ • Friends of Patterson Park – located at 27 S. Patterson Park Avenue; 410-276-3676, pattersonpark.com/ • Creative Alliance at the Patterson – located at 3134 Eastern Avenue, 410-276-1651, creativealliance.org • Patterson Park Audubon Center – located at 2901 E. Baltimore Street, 410-558-2473, pattersonpark.audubon.org/ • Please check the back of the news magazine for additional event information! FAMILY FUN IN THE NEIGHBORHOOD

Principal’s List – January, 2023 Adams, Zariah Adarkwah-Yiadom Jr., Stephen Adarkwah-Yiadom, Jaden Aldinger, Oliver Algin, Lydia Allen, Angel Almazo, Leonardo Alvarado-Herna’ndez, Valeria Anderson, Sasha Andino Urbina, Bella Baloh, Huxley Balomas, Lena Beaudry, Adeline Beaudry, Timothy Bektas, Nursel Betts, Isaac Blood, Benjamin Blood, Henry Bober, Silvija Bohlen, Nathan Booth, Logan Boyd, Penelope Bravo Romero, Oliver Braxton, Caleigh Bryant, Aiden Burger, Calvin Bussey, Joseph Bussey, Paige Campbell, Finley Campos, Luka Cannon, Tori Cardillo, Leoni Carpenter, Naomi Castro, Tyler Cawthon, Caden Cawthon, Kolby Chabot, Celeste Chabot, Liliane Chandar, Leonidas Cohen, Karter Coronel Zamora, Madison Couteau, Cecilia Couteau, Louisa Crandalscott, Atlantis Cypress, Lakenya Dagistan, Jem Daimoucha, Hafssa Daimoucha, Sara Davila, Ariadna Desmond, Emerson Diggs, Ava Dobbins, Abigail Donahue, Benjamin Drake, Jackson Drake, Samuel Dryanovski, Valeri Farber, Madelyn Fawcett, Helena Fawcett, Rhys Filippou, Sofia Fullmer, Ethan Galan, Noah Glover Gomez, Sawyer Gluckler Jr., Aaron Gomez-Astudillo, Christopher Gorham, Grace Gorham, Joshua Graham, Jackson Griffin, Ava Griffin, Deloni Guambana-Calle, Melany Guarnaccia, Ava Gursel, Ozan Guzman, Isabella Guzman, Luca Hampton-Glunde, Julius Hampton-Glunde, Marvin Hansel, Edward Hardee, Macy Heaney, Caleb Hernandez Parrales, Alexa Hernandez, Michael Hernandez-Gonzalez, Daniela Ho, Grayson Hoffman, Saylor Holcomb, Jullian Homsher, Wyatt Horner, Karma Hylkema, Olivia Jackson, Makhi Jin, Jubilee Joda, Hassan Johnson, Quinn Jones, Bodhi Jones, Mark Jones, Savely Judkins-Milles, Jayden Juvencio-Gaspar, Karen Katzenstein, Abel Katzenstein, Michael Kemp, Paloma Keola-Lee, Naseem Kilareski, Riley King Jr., Shakim Knorovsky, Levi Koscianski, Alexander Krause, Michael Krol Jr., John Krueger, Colt Krueger, Davis Kwava Finell, Maya Lam, Amity Lears, Eve Letsebe, Lesedi Leverett, Davol Lieb, Hannah Lieb, Hazel Likhitesh, Aanya Lovett, Maxwell Lovett, Moira

Lu, Amy Macchia, Elizabeth Maciel, Eloise Madella, Jacob Madrigal Galindo, Carlos Mangano, Isabella Marcos-San Pedro, Harry Mata Orellana, Emanuel Mathioudakis, Leo Mathioudakis, Niko McCartney, Claire McCartney, John McCray, Anna McCray, Julia McDowell, Zander McGowan, Shea Megali, Katherine Megali, Samuel Mendez, Dominic Mendez-Pantoja, Brayan Menke, Bradley Merguerian, Theo Miles, Kimora Miller, Dylan Minihan, Terence Mittenthal, Mae Mittenthal, Ted Morrison, Molli Moss, Louisa Moussa, Annika Moussa, Berend Munoz, Maximiliano Naasz, Quinn Naasz, Zoe Navarro-Martinez, Elias De Jesus Nelson, Gerard Nelson, Nora Neponuceno Moran, Katia Noyola De La Cruz, Ricardo Obeng, Isaiah Ochoa Tenezaca, Oscar ONeil, Isla Ordonez Flores, Deylin Mariela Orellana Gaspar, Raquel Otis, Stella Parr, Daxton Pearson, Eliana Penaherreta Cappolla, Cameron Penaherreta Cappolla, Spencer Peral Garcia, Mateo Perez, Liam Perlman, Samantha Petrovich, Elizabeth Polo, Gabriela Polo, Luis Pomento, Annette Porter, Emily Porter, Owen Puggi, Dominic Pupek, Owen Quartana, Charlize Reddinger, Rye Rodriguez Carter, Mya Rosa, April Rosa, Cecilia Rothstein, Jackson Rothstein, Jocelyn Ruiz, Mya Salmond-Wilkens, Zamari Santamaria Villaraldo, William Sawyer, Ethan Sawyer, Logan Schatz, Elliott Schick - Vigna, Owen Schiffer, Quinn Schultz, Alejandro Serafi, Sophie Sheubrooks, Leonard Simms, Kamari Smith Jr., Gerald Smith, Kali Snavely, Scott Soler-Montilla, Neithan Soto Hernandez, Jaime Stephens, Samuel Sullivan, Juliana Tenezaca Quito, Eileen Torres-Ramirez, Mia Urquhart, Penelope Vaughan, Damico Velasquez Maldonado, Jayden Velasquez-Castillo, Laurence Vincent, Eli Warren, Ariah Weathers, A'Nari Williams, Mitchell Wilson, Selah Yupa Cuzco, Kylie Zamora-Rojas, Giselle Zelic, Sead Zuniga-Lopez, Sofia

Honor Roll – January, 2023 Adarkwah-Yiadom, Princess Aguayo, Agustin Aleman-Cruz, Ashley Almazo, Erick Almazo Jr., Felix Amador-Hernandez, Maia Anderson, Camden Andino Urbina, Diego Bailey, Aziayia Barrientos Morgan, Rosy Baten-Rios, Ashly Bohlen, Seth Booth, Cheyanne Bradford, Karmen Braxton III, Harry Cabeza, Evanna Calhoun, Camdyn Canales-Sanchez, Dominic Candia- Garcia, Yuleysi Candia-Garcia, Julian Cannizzaro, Treme' Cano-Candia, Lucino Cano-Leon, Danny Cardillo, Gianella Castelan, Juliette Cerritos-Perez, Allison Ariana Cielo-Medina, Dana Collins, Skylar Connolly, Brecken Connolly, Camden Connolly, Hudson Contreras, Sophia Contreras-Diaz, Christian Cornish, Chrystian Cuautle-Ventura, Eric Dach, Cooper Daniels, Archer Davila-Castaneda, Yamilet Davis, Trinity Denham, Aaron Denning, Samuel Di Seta, Oscar Diaz-Lopez, Darwin Dieguez Orellana, Andy Dowdy, Aubrey Escalante-Sanchez, Gisselle Flores Candia, Mabelin Fraser, Bentley Frye, Emma Fuentes Garcia, Genesis Furstenau, Chloe Gahagan, Etta Galindo-Cruz, Abdiel Ghanbar, Ascia Gomez, Gabriel Gonzalez-Avila, Mia Gonzalez-Garcia, Carlos Gordon, Tori Guarnaccia, Renato Guerra Lopez, Jesus Hall, Regina Harrison III, Rodney Heim Jr., Jamari Huggins, Wesley Jimenez Reyes, Juan Johnson, Brayden Jordon, Damien Kavanagh, Evelyn Kavanagh, Meryn Kelly, Arya Keola-Lee, Delilah Kistner, Dennis Lee, Amara Lee, Skyy Levy, Peyton Liendo Fagundez, Miranda Liu, Ryan Locklear, Aiden Madrigal-Galindo, Bryan Marin-Bautista, Gael Martinez Castaneda, Luna Martinez-Flores, Cesar Mathena, Mariah Mattox, Jackson McFadden, Nevaeh Mendez-Mendoza, Jaqueline Mentis-Berczynski, Milo Merrigan, Bedford Misewich, Tyler Molina-Hernandez, Jose Moore, Lailani Morris, Maya Nelson, Hilary Nicholson, Cameron Nunez-Ramirez, Aylin Omweg Von Kelsch, Axel Ortega, Dylan Parris, Yoel Pelaez-Yanza, Nayeli Ramirez, Nevaeh Ramirez Perez, Cindi Rivera-Barreto, Miriam Rivera-Orellana, Emmanuel Rivera-Orellana, Genesis Robinson, Chase Robinson, Colin Rodriguez, Abigail Rosas Torres, Emily Ross, Logan Ruano-Pavia, Kolter Rytina, Aiden Salto, Kayla Santos-Marin, Francisco Sassafras, Riyan Schmaltz, Andrew Scilipote, Harlow Selassie, Elijah Selassie, Ilanah Selassie, Isaiah Shiraaf, Zafar Smith, Karter Stratton Szmajda, Quinn Sullivan, James Teresi, John Tlatenco Moran, Kevin Wahl, Finnegan Wilkens, Jamari Winder Jr., Michael Wriston, Olive Wycall, Andrew Wycall, William Xolalpa-Miguel, Ariel Zamora-Rojas, Edgar Zelic, Azran Zheng, Andrea Zivic, Kensington Zuniga-Gallegos, Yaneli

A Special Thank You to Our Volunteers… Our PTO Officers: Vic Victoriano, Danielle Kelly, Jonathan Rothstein, Lillian Prado, Ms. Douglas, Cait Drake, Jill Vasbinder Morrison, Kate Porter, Katie Stewart, Yan Zhao-Hylkema All of our parents who volunteered for field trips! Special thanks to all of the parents who helped with the spring musical. Thank you also to: Ms. Anya Cappolla Mr. Micah Webster Mr. Joe Manfre Ms. Samantha LaBelle Ms. Jil Krause Ms. Valorie Lightner Mr. Braxton Andrews Mr. Joe DiSeta Kahealarin Chai Mr. Aaron Kakazu Kavya Velliangiri Ms. Adrienne Ekas Ms. Vasiliki Georgakakou Ms. Amanda Cavanaugh Boaz Goldberg Please remember to sign in when you volunteer so we can acknowledge you on this page.

OCT21 | © 2021 Committee for Children | SecondStep.org Second Step® Elementary 1 Kindergarten KK Home Link Unit 4: Problem-Solving What Is My Child Learning? Unit Themes Your child is learning ways to solve interpersonal problems. Kindergartners learn that a problem is something that happens between people that causes someone to feel upset. They practice describing common problems, like when two children want to play with the same toy or two friends disagree about whose turn it is to use the jump rope. They also learn that feeling calm first can help them think about how to solve a problem. Later in the unit, they practice apologizing and offering to share and take turns in order to solve problems. Why is it important? Research shows that children who learn the skills in this unit are more likely to: k Display greater empathy k Experience greater well-being k Contribute to a better school environment Practice at Home What to Look For Notice and praise your child when they try to help solve problems. For example, when they apologize or offer to share or take turns. You can say, I noticed you really wanted to play with Joelle’s truck. Great job asking her to take turns with you! Try This! Practice: If problems or disagreements arise—for example, between siblings or friends—remind your child to apologize as a way of showing they’re sorry and that they care. Encourage them to use phrases like, “I’m sorry,” “Are you okay?” and “How can I help?” as appropriate. Discuss: When reading books or watching a show, help your child recognize problems between characters and talk about ways to solve them. Ask, What is the problem? and What could they do to help solve the problem?

OCT21 | © 2021 Committee for Children | SecondStep.org Second Step® Elementary 1 11 Grade 1 What Is My Child Learning? Unit Themes Your child is learning ways to solve interpersonal problems. First graders learn that a problem is something that happens between people that causes someone to feel upset, like when someone takes the last snack without sharing or something gets broken. They practice describing common problems respectfully, without blaming others, and learn that some problems are caused by accident. Toward the end of the unit, they practice asking for what they want or need in order to solve a problem and learn to say “I’m sorry. It was an accident. Are you okay? How can I help?” when they cause a problem by accident. Why is it important? Research shows that children who learn the skills in this unit are more likely to: Make positive choices Experience greater well-being  Contribute to a better school environment Practice at Home What to Look For Notice and praise your child when they take steps to help solve problems, such as when they ask for what they want or need to solve a problem. You can say, I noticed you felt sad when Alex and Xian weren’t playing with you, and you asked if you could join their game. Great job asking for what you need to solve the problem! Try This! Practice: If problems or disagreements arise—for example, between siblings or friends—help your child say the problem respectfully without blaming others. Encourage them to say “Aditi, I’ve been waiting for a turn with the basketball” instead of “Aditi, you never take turns with the basketball!” Discuss: When reading books or watching a show, help your child recognize problems and what the characters might want or need to solve them. Ask, What is the problem? and What can they ask for to help solve the problem? Home Link Unit 4: Problem-Solving

OCT21 | © 2021 Committee for Children | SecondStep.org Second Step® Elementary 1 22 Grade 2 What Is My Child Learning? Unit Themes Your child is practicing ways to solve interpersonal problems, like when two friends want to play with the same basketball or when someone makes a mess by accident. Second graders learn to describe a problem respectfully, without using blame words such as “You always . . .” or “You never . . .” They also come up with multiple solutions for a variety of problems, including those caused by accident. Toward the end of the unit, they practice identifying what different people might want or need and selecting the best solution for different problems. Why is it important? Research shows that children who learn the skills in this unit are more likely to: Make positive choices Experience greater well-being Contribute to a better school environment Practice at Home What to Look For Notice and praise your child when they take steps to solve a problem. For example, when they discuss different solutions to a problem or say how they would feel and what they would want if they were in another person’s shoes. You can say, It was great that you noticed Saya was alone and invited her to play too. I can tell you were thinking about how you would feel if you were her. Try This! Practice: If problems or disagreements arise— for example, between siblings or friends—remind your child to describe the problem respectfully. Ask, What’s the problem? How can you say it without blame? Discuss: When reading books or watching a show, help your child practice thinking of several possible solutions to a problem and talk about which one could solve the problem? and Which solution do you think would work better than the others? Why do you think that would work better? Home Link Unit 4: Problem-Solving

OCT21 | © 2021 Committee for Children | SecondStep.org Second Step® Elementary 1 33 Grade 3 What Is My Child Learning? Unit Themes Your child is learning a four-part process that can help them solve common interpersonal problems— disagreements between two or more people, such as disagreeing with a friend about how to play or work together. The process is called STEP (Say the problem, Think of solutions, Explore the outcomes, Pick a solution). Third graders practice thinking about what each person wants as a way to say the problem without blame and to help them think of different possible solutions. They also learn that finding a compromise, so that both sides get some of what they want, is one good way to pick a successful solution. Another way is to show kindness. Why is it important? Research shows that children who learn the skills in this unit are more likely to: Have better mental health Make better decisions Resolve conflicts more effectively Practice at Home What to Look For Notice and praise your child when they resolve a conflict on their own—reaching an agreement with a friend on the rules of a game, for example, or letting a sibling have their way. You can say, It’s nice to see you work things out without any help. Try This! Discuss: Take turns describing a time when you reached a compromise with someone. Explain why the compromise worked for both of you. For example, When I was growing up, my sister and I both wanted the top bunk in the bedroom we shared. We agreed on a compromise: for one week, I’d sleep there, and then we’d trade and she’d get it the next week. We both got what we wanted part of the time. Practice: Help your child practice exploring different possible solutions to an interpersonal problem. For example, you could say, If you take turns, would you get what you want? Would your sister? Is there a way to solve the problem that shows kindness? Home Link Unit 4: Problem-Solving

OCT21 | © 2021 Committee for Children | SecondStep.org Second Step® Elementary 1 Grade 4 44 What Is My Child Learning? Unit Themes Your child is learning to use a multistep process to solve common interpersonal problems— disagreements between two or more people, such as what to do at recess or how to work together in class. Fourth graders practice each part of the STEP process by thinking about the point of view of everyone involved. They learn it’s important for each person to feel calm before trying to solve a problem. They also learn to speak up for what they want, listen to what the other person wants, and consider the pros and cons of different solutions to pick one that works for everyone. Why is it important? Research shows that children who learn the skills in this unit are more likely to: Have better mental health Make more positive choices Be more connected and compassionate Practice at Home What to Look For Notice and praise your child when they describe an interpersonal problem without blaming anyone. You may hear them say something like, “I really wanted Alana to do crafts with me. But she doesn’t like art projects as much as I do. I guess I can understand why she wanted us to watch a movie instead.” You can say, That’s great that you can think about it from her point of view. Try This! Discuss: Ask, How do you know if you’ve found a good solution to a problem with a friend? Take turns responding. You may hear your child talk about solutions that take both people’s points of view into consideration and that are safe, respectful, and work for everyone. Practice: Help your child practice thinking about pros and cons of different possible solutions to disagreements or problems. Ask, If you choose that solution, what could go well for you? What could go wrong? How would it work out for your friend? Home Link Unit 4: Problem-Solving

OCT21 | © 2021 Committee for Children | SecondStep.org Second Step® Elementary 1 Grade 5 55 What Is My Child Learning? Unit Themes Your child is learning how to use a multistep process to solve common interpersonal problems— disagreements or misunderstandings between two or more people. By fifth grade, kids start to deal with more complex problems that can result in hurt feelings, such as not being included in an activity or feeling disrespected by words or actions. Fifth graders practice each part of the STEP process, paying special attention to when, where, and with whom it makes sense to work on problems, and reflecting on the possible outcomes. Why is it important? Research shows that children who learn the skills in this unit are more likely to: Have better mental health Make more positive choices Be more connected and compassionate Practice at Home What to Look For Notice and praise your child when you hear them name an interpersonal problem without blame or name-calling. For example, instead of saying “She’s so mean!” your fifth grader may say, “She said something that hurt my feelings.” You can say, I’m sorry to hear that. I appreciate how you’re describing the problem in a respectful way. That’s a good first step to figuring out how to handle it. Try This! Discuss: Take turns talking about an interpersonal problem, including what went well, what didn’t, and what you’d do differently. For example, I forgot I made plans with a friend. When he called, I acted like it was no big deal. Now I know I hurt his feelings. If it happens again, I’ll apologize and make sure he knows I care about him. Practice: Help your child think through solutions to problems by asking questions such as: • When is the best time to work on this problem? Find times when everyone can feel calm. • Where is the best place? Think of places where people can focus. • Who should be included? Involving too many people can sometimes make problems worse. Home Link Unit 4: Problem-Solving

A qualified 501 © (3) Charitable Organization “We provide work, so that they can stay near their origins, their people, moral values; so that they are good individuals who help those in need; so that they don’t follow and succumb to the modern world, by the falsehood and deception of artificial lights.” Fr. Ugo De Censi OPERATION MATO GROSSO - ANNUAL FOOD DRIVE - Since 2017, every year from January to mid-April, we run our Annual Food Drive. The objective is to fill as many shipping containers as possible and ship them to our missions in Peru. We collect six staple food items (pasta, sugar, rice, flour, canned food, and cooking oil). We started with one small container (20 feet long) the first time, and every year we got better. In 2022 we shipped 4 containers (40 feet long). We concentrate our efforts on a certain period of time; from the day of collection to the time when they are used for cooking in one of our mission sites in the Andes, the food may take 3 months to arrive. We collect food door-to-door and in front of local grocery stores. There are also schools and churches that support our effort. Before shipping, food is stored in a warehouse or in containers, where we can organize it, putting it in boxes and pallets. BEYOND BORDERS, INC. - 623 Hyde Park Road - Essex, MD 21221-6018 - Ph. 410 299 6731 - Email [email protected]

A qualified 501 © (3) Charitable Organization This year will be our 7th Annual Food Drive. As mentioned before, since 2017, we have always doubled the amount of food collected, and once again, we’re not looking to match it; we aim to double the amount! WHERE THE FOOD GOES? Food is used in our educational & trade schools, where we provide free meals to the students, in soup kitchens where we feed elderly people or people who are not able to provide for themselves, to patients in our hospitals, clinics, orphanages, and more. As of 2022, Operation Mato Grosso has a total of 120 communities in South America: 75 in Peru, 19 in Ecuador, 14 in Brazil, and 12 in Bolivia. Our missionaries – young people, families, and priests who volunteer their work completely free – perform numerous activities in different sectors: education, labor, health, agriculture, technology, social and religious. BEYOND BORDERS, INC. - 623 Hyde Park Road - Essex, MD 21221-6018 - Ph. 410 299 6731 - Email [email protected]

A qualified 501 © (3) Charitable Organization OPERATION MATO GROSSO in brief Operation Mato Grosso started off as an adventurous trip with the idea of helping others. In 1966, Fr. Ugo asked a group of young Italians to travel to Brazil for the summer to help his missionary friend, Fr. Pietro, build a school and health center. By July of the next year, 21 young people left for the Brazilian state of Mato Grosso. After four months of hard work, they were unable to complete their project – so some decided to stay. Those who returned to Italy started to raise money to support the mission by finding any work they could. Today, there are over 120 groups and 1,400 volunteers. After its positive impact in Brazil, OMG expanded its mission to Bolivia, Ecuador, and Peru. …in the US In 2008, a young American from Boston was traveling in the Peruvian Andes when he happened to come across some Operation Mato Grosso volunteers working in a village. He immediately fell in love with their mission to support local people and decided to become a volunteer himself. Upon his return to the U.S. and after spending two years as a volunteer in the mission of Yungay, Fr Ugo suggested he start gathering young people in the U.S. to create OMG groups like the ones in Italy. He decided to take Fr. Ugo’s idea seriously. Since then, youth from the U.S. are gradually becoming more involved. Operation Mato Grosso can now count in their ranks five groups of teenagers and young adults in Maryland. Like our fellow Italian friends, we raise money to support the missions by meeting 2-3 times per week during our free time to do volunteer work such as landscaping, painting, moving, cleaning – or any other work we can find. The pay we earn from the work goes directly to the charity. Volunteers' range age goes from 14 to 26 years old. BEYOND BORDERS, INC. - 623 Hyde Park Road - Essex, MD 21221-6018 - Ph. 410 299 6731 - Email [email protected]

A qualified 501 © (3) Charitable Organization After work, the group usually gathers to share a meal (lunch/dinner) and fellowship. What bounds the volunteers is the desire to give themselves to others, working together as a group, giving up their time and energy for the less fortunate…with the common need to keep seeking something meaningful for our lives. For any information, please contact us: Fr. Lou Martin 410-299-6731 [email protected] Matteo 443-831-1127 [email protected] or visit our web-site: givebeyondborders.org BEYOND BORDERS, INC. - 623 Hyde Park Road - Essex, MD 21221-6018 - Ph. 410 299 6731 - Email [email protected]

OPERATION MATO GROSSO Food Drive March 6th to March 16, 2023 Our Hampstead Hill Academy will be partnering with Operation Mato Grosso, supporting their 7th Annual Food Drive! Operation Mato Grosso has 5 groups of young people here in Maryland, they meet in their free time to carry out work projects to support missions in 116 different communities across Brazil, Bolivia, Ecuador, and Peru. Their goal is to provide an opportunity for young people of local communities to remain in their villages to earn an income and improve their lives. DURING THE NEXT 2 WEEKS… LET’S NOT FORGET THOSE IN NEED We will be collecting 6 staple food items: PASTA Pre-K & Kdg. SUGAR Grades 1 & 2 FLOUR Grades 3 & 4 RICE Grades 5 & 6 CANNED VEGGIES Grade 7 COOKING OIL Grade 8 Food will be used in their programs – schools, where they provide free meals to students, in soup kitchens where they feed elderly people or people who are not able to provide for themselves, to patients in their hospitals and clinics, and more. For more information regarding the Operation Mato Grosso, please visit the following website: https://givebeyondborders.org

OPERACIÓN MATO GROSSO Recolecta de Alimentos Marzo 6 a Marzo 16 ¡Hampstead Hill Academy se asociará con la Operación Mato Grosso, apoyando su Séptima Anual Recolecta de Alimentos! Operación Mato Grosso tiene 5 grupos de jóvenes aquí en Maryland, se reúnen en su tiempo libre para llevar a cabo proyectos de trabajo para apoyar en 116 comunidades diferentes en Brasil, Bolivia, Ecuador, y Perú. Su meta es dar a los jóvenes de las comunidades locales la oportunidad de permanecer en sus aldeas para obtener ingresos y mejorar sus vidas. DURANTE LAS PRÓXIMAS 2 SEMANAS … NO OLVIDEMOS A LOS NECECITADOS Recolectamos 6 alimentos básicos: PASTA Pre-K & Kdg. AZUCAR Grados 1 & 2 HARINA Grados 3 & 4 ARROZ Grados 5 & 6 VERDURA en LATA Grado 7 ACIETE Grado 8 Los alimentos se utilizarán en sus programas: escuelas, donde ofrecerán comidas gratuitas a nuestros estudiantes, en comedores populares donde alimentan a ancianos o personas que no pueden mantenerse por sí mismas, a pacientes en sus hospitales y clínicas y más. Para obtener más información sobre la Operación Mato Grosso, visite el siguiente sitio web: https://givebeyondborders.org

__ WEDNESDAY MARCH 8 We’re visiting state legislators to advocate for public education! We will leave after school starts and return around lunch. There’s power in numbers. Join HHA’s Strong Schools Team. Strong Schools Maryland is a group that fights for strong public schools that produce graduates ready to thrive. JOIN US IN ANNAPOLIS! More at StrongSchoolsMaryland.org Contact team leader, Jill Vasbinder Morrison, RSVP at [email protected].

*This is an Adults ONLY event Appetizers Offered Courtesy of the PTO *Cash Bar* Want to Volunteer? Email [email protected] Join us at our next PTO Meeting! Follow Us for Updates! https://www.facebook.com/HHAPTO MARCH 24TH @ 6PM 2324 Boston St, Baltimore, MD 21224 Charming Elephant

*Este es un evento SOLO para adultos Aperitivos Ofrecidos Cortesía del PTO *barra de efectivo* MARZO 24TH @ 6PM Síganos Para Actualizaciones! https://www.facebook.com/HHAPTO ¿Quieres ser Voluntario? Correo electrónico [email protected] ¡Únase a nosotros en nuestra próxima reunión de PTO! 2324 Boston St, Baltimore, MD 21224 Charming Elephant

BIRDING DRUID HILL PARK & PATTERSON PARK MARCH 18 AND 25 Audubon experts lead us in search of avian friends every month in these two city parks. Experience Birding in Baltimore City! No experience is necessary – perfect for beginners and experts alike. Registration is required. BIRDING THE HARRIET TUBMAN BYWAY MARCH 25 Audubon is excited about this new partnership with Harriet Tubman Tours and Delmarva Birding Weekends as we go birding along the Harriet Tubman Underground Railroad Byway in Dorchester County, MD. GARDENING WORKSHOPS MARCH 9, 16, 23, 28 Learn how to transform your home, school, work, or community space into a bird and butterfly paradise! Join us for one of our popular Wildlife Gardening Workshops, now available via Zoom. HABITAT TEAM MARCH 4 Help build bird habitat in Audubon’s native plant gardens in Patterson Park! VOLUNTEER WITH AUDUBON VIRTUAL INFORMATION SESSION MARCH 2 Come to a virtual meet & greet, where we'll hear from Audubon's staff about current programming, meet other volunteers, and share your goals and interests. We can't wait to meet you! Visit patterson.audubon.org/events for info & to register. Patterson Park Audubon Center Birding Events ──── Druid Hill Park Meet at 3001 East Dr. Saturday, MAR 18 ──── Patterson Park Meet at the fountain Saturday, MAR 25 ──── 8:00 – 9:30 AM FREE! Registration required! All ages & experience levels welcome. FOLLOW US + TAG US www. facebook.com/ PattersonParkAudubonCenter @audubon_pattersonpark patterson.audubon.org

March Programs PROGRAMS Throwback Thursday Thursday, March 2, 9, 16, 23 & 30, 3:30pm Enjoy games, crafts, and more from "back in the day!" Explore Japan for Shunbun no Hi (Vernal Equinox Day) Monday, March 20, 1:00pm Learn about the celebration of the vernal equinox. Make a cherry blossom craft and experience other aspects of Japanese culture including trying your luck at a Japanese game. All the Green Things! Tuesday, March 21, 12:30pm Let's celebrate spring by having a green-themed storytime and craft. Celebrate International Mermaid Day Wednesday, March 29, 3:30pm We will use recycled egg cartons to make a fish. READ TO REEF Bookmarks available in MARCH Southeast Anchor Library 3601 Eastern Avenue Monday - Thursday: 10:00 - 8:00 Friday & Saturday: 10:00 - 5:00 WEEKLY STORYTIMES Baby & Toddler Storytime Tuesdays at 12:00 pm An interactive storytime program with music and movement. Family Storytime Fridays at 11:00 am An interactive storytime program with music and movement.