New resource teacher with a question

Well, I don’t see kids the first week. I work on my schedule and meet with the kids who I don’t know. I also go through all the files in the office of new kids to the school so I can get them into the system. Sometimes they are new to my school and are ld and know one tells anyone.

This year I will do the Phono-graphix test to each kid I have in reading. I do a quick writing sample. I do a quick test on computation that gets progressivly harder. I do some timed tests to check math facts.

I will send out an informational page asking parents some questions. I will try to post it when I get back to my regular computer.

I send out my rules and get signed. Iwill request a schedule from each classroom teacher.

The first day will depend on my initial testing. I try to get them into a routine asap so I will teach the first day.

Michelle

Hi ~ I typically don’t see kids the first week (usually 3-4 days) either. I visit class rooms, let the old students know I’m still around, introduce myself to any new students I may have, and see how the kids are doing in their new classes for the first few days. I try to get the teachers to give me their schedules within the first 2-3 days so I can make mine. The 5th and 6th grade teachers I work with usually start real work on the second day, so sometimes I’ll pull a few kids then, if they’re so low academically that they can’t do what’s going on in the classes. If the kids are students I’ve had in the past I don’t do a lot of testing~ usually I just pick up around where I left off in the spring. If they’re new students, I’ll do some sight word inventories, some math pre-testing, and an informal phonics assessment. These give me a baseline of where the child is working at, and it seems much more real than reading what’s on their IEP.

I usually do not see kids the first week of school. I use that time to create a schedule and meet with teachers to talk about modifications and other issues. If anyone needs help they know I am there, but I officially do not start until the second week. The SLP and I also sit down to compare schedules and see if we can work together with any on the students.
Michele

I teach middle school, and I do start teaching on the first day. However, I break my classes into segments focusing on “fun” activities, assessment, and instruction. I do the typical “getting to know you” activities, interest inventories, helping students understand their schedules, textbook scavenger hunts, book distribution, notebook organization, classroom rules, management system implication, etc…(I spread them out based on priority) usually at the beginning of each class for the first week. Next, I conduct assessment to see how much of what I taught last year was retained and mix in some basic skills assessment (typically found with your curriculum), and then, during the last 20 minutes of each day, I do instruction based on the curriculum. I try to get through it all, but it can be challenging. Don’t worry, you’ll have plenty to do once you get to work, and see how much you can create. Have fun! :)

You have some very good advice. let me add a couple little things.
For young resource kids, the moving around can be confusing, so set up routines of how they will come to you, or you get them. I found kids were very happy when they see their name on their desk in the resource room, a bulletin board with their names. they feel welcomed.

Also, I used to do a math test the first or second day. I found that no one remembered much of anything. After a quick week of some review, which could include some games, I could give a math assessment and have a more accurate picture of what their baseline was.

Good luck in the most wonderful profession there is!

I mentioned I’d post some stuff for you as a new teacher. Sometimes it is nice to see some samples insteac of reinventing the wheel.

Mrs. xxxx’s SLD Classroom Rules/ Bulleted Guidelines:

1. LISTEN TO TEACHER AND FOLLOW DIRECTIONS
 Follow teacher directions and school rules.
 Keep hands, feet, body, and objects to him/herself.
 Do not complain, argue, deny, blame, protest, slam books or objects, roll eyes, sigh loudly, raise voice, shrug shoulders, show inappropriate body language, make loud or annoying noises, tip back or rock in chair, lay on floor, slide under chair, put head down on desk, tap pencils or play with objects in desks, notebooks, or anywhere in the classroom.

2. BE PREPARED and ARRIVE ON TIME
 Come to class prepared with materials: 3-ring notebook, planner/agenda book with dividers, plenty of pencils and erasers, highlighters, dry erase markers and homework or assignments. Leave other things at home that are not relevant to learning such as toys, special pens, or objects.
 Use the bathroom during recess, before and after school, or during lunch breaks unless it is an emergency.

3. GET TO WORK AND CONTINUE TO WORK
 Upon entering classroom, get any necessary materials gathered for that subject and sit in assigned seat unless told otherwise.
 Start on classroom assignment within 60 seconds of being asked or upon entering classroom.
 Stay on task and keep working doing assignments as instructed and complete assignment within allotted time.
 Students should be working every minute. Students can always read a book off the book shelf if he or she is not sure what to do if the teacher is assisting another student or do cursive, study , the students should use an audible, normal tone of voice.
 Complete work that is neat and complete. If the paper is returned to fix up or redo the student should not complain, argue, whine, have a fit, sigh, roll eyes, crumple paper, or delay fixing. Just do it.

 Math- Start on flashcards or individualized skill
 Reading- Listen to Reading Naturally Tapes (unless your group is first) then do Explode the Code, and finally 1000 WORDS
 Language-2 sentences of the day then cursive until lesson starts.
.

4. DO NOT BOTHER OTHERS OR THEIR BELONGINGS:
 Stay away from teacher’s desk, shelves, and other student cubbies, tables, chairs, and desks.
 No PUTDOWNS or negative body language.
 Do not get out of seat. During independent work you may get one drink or sharpen a pencil once. Have extra pencils available.
 Raise hand to be called on before speaking. Do not interrupt other students or teachers.
 During class keep conversations related to schoolwork. Do not disrupt others from learning.
 Students should deal with problems with other students out on the playground or after school and not during instructional time.
 Students are not permitted to correct others student behaviors and should let the teacher deal with it.
 Students should not correct other students when they are trying to read out loud or when they answer questions even if trying to be helpful and they should not laugh if a mistake is made.
 If the teacher is disciplining another student, students should not say anything such as “yeah, I told you so, stop, see, ha ha, finally, nana nana boo boo etc…”
 Students should be looking at the teacher while she is instructing.
 Students should not tattle verbally unless someone is doing something serious such as hurting someone or something, if there is danger, and/ or putdowns. (NOT someone is staring at me, someone rolled their eyes at me, that person is off task, so and so is rocking in the chair)
 Students may submit a written complaint or tattle and quietly give the note to the teacher.
 Try to ignore inappropriate student behavior and do not try to be the teacher telling other students what to do.

5. KEEP NOTEBOOK ORGANIZED AND CLEAN UP AFTER SELF
 Keep the agenda/ or planner filled out in each section DAILY.
 Put all materials away such as tapes, books, papers, and pencils. Do not stuff papers in notebook and keep notebook organized.
 Place math papers in the section labeled math, reading in the section labeled reading, and language/spelling in the section called language. Make sure papers are 3 hole punched. (do not stuff in desk or backpack)
 Push in chair before walking out quietly transitioning to new subject.
 Keep desk free from loose papers and other objects, which should be in the 3-ring notebook. Keep non-school items at home or garbage.
Break a rule and this is what happens:
 Name written down
 Break the same rule or a different rule again and receive a check after name and the child is removed from classroom for 5 minutes to
another classroom, office, or ALC.
 If the child continues to break a rule (s) after returning to class he or she will receive another check and go to ALC or be in time out for 30 minutes.
 If the child again breaks a rule there will be a call or note home

TIMEOUT:
 The child goes to timeout and should sit quietly for assigned minutes without disturbing the timeout classroom and return without disruption.

REFUSAL TO GO TO TIME OUT RESULTS IN TICKET:
 If the child refuses to go to time out after the first request or doesn’t start moving towards the door within 30 seconds and does not exit within 60 seconds or if she or he argues, pushes, slams desk or chair, books, materials, or is disruptive while leaving the room a ticket will be issued. Students should simply go quietly and immediately to timeout and fill out a timeout form or sit quietly. If the student disagrees with the timeout he or she can state their opinion on the form or discuss it later and not in front of the others. Disagreements will not be discussed during valuable classroom time.

 Going to timeout does not mean the child will be automatically ticketed unless there is further disruption. Tickets are issued when the child continues to be disruptive or refuses to leave within 60 seconds to the class or if the offense is serious such as violence or swearing. Tickets will also be issued if the child is sent to timeout and does not make it to timeout within a reasonable time. Usually timeout will be in the adjoining portable. If it is assigned to the ALC room, it should take no more than 2 minutes to arrive walking at a normal pace as the crow flies.

 If the child refuses to leave for timeout the teacher will call the principal, the assistant principal, another teacher, or the A-TEAM for assistance. If any of these people need to be called the student will receive a ticket and may receive further consequences as deemed appropriate by the office.

DIRSRUPTIVE TO, FROM, or DURING TIMEOUT=TICKET
 If the child is disruptive to, from, or during timeout he or she will report to the office and a ticket will be issued.
TICKETS RESULT IN LOSS OF SCHOOL PRIVILEGES
 Salk Tickets result in loss of student privileges such as field trips. Numerous tickets may lead tot in-school suspension, out of school suspension, or ALC (alternative learning center).

SEVERE CLAUSE:
 If the student has a severe incident, such as hurting another child or becoming violent, or swearing, he or she may be sent to time out immediately without first recording a name and given a warning.

REFUSAL TO COMPLETE WORK=TIMEOUT UNTIL DONE:
 If the student refuses to complete work, the child will go to another location to complete work until the work is complete. The student must complete the work in a neat and complete fashion. If the work is sloppy, the child must redo the assignment until it is complete and acceptable. The child may return when the assignment is complete. The child may miss some class time, recess, PE, music, media center, or art if the child is in timeout. Of course, the child will be permitted to eat lunch.

HOMEWORK IS DUE FOR SLD ON THURSDAYS:
Not turning in homework will result in loss of lunch recess on Friday. Homework is due on Thursday when the child is first scheduled in the SLD classroom. Students still have a second chance to complete work and turn it in on Friday morning. If homework is still not turned in by Friday the student must serve lunch detention during recess and sit next to the wall. Students should use restroom immediately after eating lunch, get a drink, and sit by the wall. Students may not leave the wall until it is time to go in unless the child needs a drink. (in other words, NO PLAYING).

NO SHOWS, LATE SHOWS, or EARLY DEPARTURES FROM LUNCH DETENTION RESULT IN AFTER SCHOOL DETENTION:
Students who do not show up (even if they forgot to come) to lunch detention or who are late or leave early must serve after school detention the following school day. Students who live more than 40 minutes away (by car) from Sxxxx campus may serve a lunch detentions to equal one after school in the ALC room.

CONFIDENTIAL INFORMATION

Student Name___________________ Nickname? _____________________

Primary Home:
Parent(s) name: ___________________________________________
Home phone _______________________ Work _________________
Cell or other number with area code _________________________
Best time to contact parent/guardian___________________________
Is it ok to call you at work?_______________________________________
Other adults at home that I may talk to if you are not available____________

Secondary Home: (If applicable)
Parent(s) name: ___________________________________________
Home phone _______________________ Work _________________
Cell or other number with area code _________________________
Best time to contact parent or guardian___________________________
Is it ok to call you at work?_______________________________________
Other adults at home that I may talk to if you are not available____________

If your child spends certain days at one home on certain days please put schedule here:

What are your educational expectations for your child this year?

What can you tell me about your child that would help me work with him/her more effectively?

Your child will have homework from the SLD program each week which is due on Thursdays.(see tab in 3 ring notebook marked HOMEWORK and see the daily planner)

What steps should I take if you child does not complete homework or breaks rules?
_____ call parent/guardian at home ….which parent?_________________________
_____ call parent/guardian at work
_____ send a note in the planner
_____ keep child after school, If so where should I call you_____________
_____ other, please specify_________________________________________________

Presently, how many minutes per night does your child spend on homework?_______________

Does your child currently take medication?

Please check if you would like information in any of these areas:
___ Learning disabilities
___ Attention problems, staying focused to finish a task without reminders
___ Homework completion

:
SEE OTHER SIDE
I understand that the parent or guardian is to sign the child’s planner each week sometime over the weekend.

I understand that my child is to bring his or her planner (agenda) in the 3 ring notebook to and from school daily as well as the SLD classroom.

I understand that if an assignment is highlighted or circled that the assignment was not turned in to the teacher on time.

I have read the parent letter.

I understand that my child has homework EVERY NIGHT.

Parent name(s)____________________date__________________

Thanks for your cooperation. I look forward to a great year full of student progress. Together we can get your child making the best progress possible.

Dear parents:

Please return the confidential sheet to school tomorrow. There are 2 copies of your child’s homework schedule. There is one for your child’s 3 ring binder and the other copy is for you to keep with your records to refer to if your child says there is no homework..

YOUR CHILD HAS HOMEWORK EVERY DAY. If your child says “ I don’t have any homework today.” Please tell them there is homework everyday. Be the broken record if you must. I can not stress enough the importance of good study habits. Tell your child, “You have homework everyday. Let us check your planner for assignments. You can always read your book or study for the upcoming social studies test.”

Next year, in junior high, your child will have more than one teacher. This is the last year that we “hold their hand” so to speak. Your child must learn to be responsible now. Study habits are formed early. Success later in life is dependent on responsibility. We must lay the foundation now or the later years will be more difficult. Parenting is a tough job. Be firm. Expect your child to do his or her homework. Then, inspect. Check the planners! Don’t just take their word. Temporary planners are being used until they arrive September 27th.

INSPECT WHAT YOU EXPECT!

This year the 6th grade team is using the same model as xxxxt Junior Highs planners. Parents are instructed to sign student planners at the end of each school week, just as in Junior High. If you see an assignment highlighted or circled please note that an assignment was not turned in on time. Teachers are not going to make lists for irresponsible students. Students must record assignments and complete them.

Each and every weekend go through your child’s backpack together. There are 2 sections to look at after signing the planner.
GOES HOME COMES BACK
GOES HOME STAYS HOME.

“Goes home comes back” means there is something that needs to be returned, usually with a signature.
“Goes home stays home” is something that can be looked at and then kept at home or thrown away.

There should be no random papers in the backpack. ORGANIZATION please. This applies to the desk at school. All papers have a home. Math goes in the math section. Reading in the reading section and so forth. You should be able to shake the 3 ring notebook upside down without anything falling out. Parents check the backpacks and Mrs. Noe will check the desks randomly.

This year I will not have a separate progress report. I will include notes, stamps, or stickers right in the planner as to SLD progress. You are free to call me anytime with further questions at xxxxx. Leave a message and I will get back to you, as my phone does not ring through during the day. You may call me at home or e-mail me as well.

Students will make progress if we work as a team.

Three people working together = success at school.

Student effort & work completion + parent inspection and consistent follow through + good instruction = STUDENT SUCCESS.
If any of these 3 people above drop the ball and don’t do their part the student will not make optimal progress. Parents, do your part, I’ll do my part, and together let’s make sure your child does his or her part.

STUDENTS NEED 8 to 10 Hours of sleep. Our school is an early school. Please, please, please put your child to bed without distractions. I can not tell you how frustrating it is as teacher to try to work with sleepy children. They can not pay attention. No matter how effective of a teacher I can not help them learn when they are cranky and sleepy.

Students need to eat a healthy breakfast. Students need fuel to ensure their brain can soak up the instruction. Parents don’t let your child skip breakfast even if they say they are not hungry.

Remember that you are the parent. You know what’s best. Lay down the law. Be firm.

Parents Job:
Bedtime routine 8 to 10 hours of sleep
Healthy diet (not skipping breakfast)
Make sure your child does all homework and have them read daily

Student Job:
Come to school with a good attitude and give personal best
Get 8 to 10 hours of sleep
Eat healthy meals including breakfast
Complete homework and READ DAILY

Teacher Job:
Communicate to parents
Effective Instruction
Be available to answer questions / educate parents
Encourage students to do their personal best

Michelle xxxxxx
School xxxx
home xxxx
email
Mrs. xxxx Room P-16
Mrs. sxxxx Room P-18
Mr. xxxz Room P-3
Mrs. xxxxRoom P-17

How to Use this Notebook and Be Successful:

Most students need help staying organized.
Here is how to stay organized:
1. Each paper has a home. First ask, what subject area is this paper? All math papers go in the section labeled math, all spelling/language/writing papers go in the section labeled language, reading in the reading, Misc. stands for miscellaneous (which is something that doesn’t fit anywhere else, section etc.)
2. NO PAPERS MAY BE LOOSE IN BACKBACK OR DESK! “Don’t stuff paper”. Think about where it goes and place it there each and every time.
3. If you are sure the paper is recorded by the teacher then take it home or throw it away. There is a pocket in the notebook GOES HOME STAYS HOME and GOES HOME COMES BACK. The “Goes Home Stays Home” pocket means these papers are sent home and the pocket needs to emptied each week. The “Goes Home Comes Back” pocket is information that usually needs parent attention as in a signature. Parents, please (pretty please with sugar on top) help your child by making sure this section is taken care of at least weekly.
4. Parents should get in the habit of checking their child’s notebook and backpack at least once at the end of the week. Make it a part of your family routine to check backpacks each weekend. Students need accountability. Waiting for the report card is often too late to give needed attention. Children need guidance to ensure success. Don’t assume everything is fine. Parents, please check your child’s papers to make sure they are making the grades you think he or she is capable of achieving. If nothing is coming home this is a red flag for parents to call or come to school. Don’t wait to get your child’s report card. Call the homeroom teacher if the problem is there. Call the SLD teacher, if the problem is there. Parents who stay on top of their kid’s schoolwork have students who progress faster and who become responsible.
5. Parents should sign the blue SLD Progress Reports found each week in the section of the notebook labeled COMMUNICATION at the end of each week .
6. Homework: The homework for SLD can be found in the SLD homework section. A student should do at least one page per night. There is homework every night including reading. The more your child practices skills at home, the quicker he or she can move towards grade level. I CAN NOT STRESS ENOUGH HOW IMPORANT IT IS TO MAKE YOUR CHILD READ EVERY SINGLE DAY. Research confirms that kids who read and who are read to make the most progress. One can not get better unless they practice, practice, practice. Unfortunately, your child is already behind. The best thing a parent can do is to have their child read daily. It will help your child in every subject area across the curriculum. Reduce television and electronic game time and increase homework time and reap the benefits of better grades. It is not magic. Use television and electronic games as a reward after homework if completed.
7. PARENTS-YOUR CHILD NEEDS YOU TO HELP THEM STAY ON TOP OF THINGS. It doesn’t just happen if you tell them. You must inspect what you expect.

MAKE SURE YOUR CHILD EATS BREAKFAST.
MAKE SURE YOUR CHILD IS IN BED BEFORE 8:30-9:00p.m. Sunday through Thursday.

Parent Section:

INSPECT WHAT YOU EXPECT!!!!
You and I both expect kids to have a good attitude without being cranky and to complete their homework. Kids need at least 8 to 10 hours of sleep in order to be able to focus. It is extremely frustrating as a teacher to see kids who could be learning but waste days of school due to being over tired. This is easlily fixed by a parent who loves their child by enforcing a strict bedtime routine. Make sure your child is well rested. A parent may not be popular when enforcing a strict bedtime, but it is necessary if you want your child to learn best. Your child needs to be well rested. NO EXCUSES. Books on tape are an excellent way for your child to have more reading minutes built in to the routine of their day. Get them free at the library.

Parents need to inspect what they expect. Homework is like chores. You can tell a child to do chores, but usually you have to inspect to make sure it was done correctly. Homework is like that. Someone has to monitor, at home, or it just might not happen. That someone is the parent. Have a designated time and place for your child to do homework. Restrict distractions whenever possible. Parents, please look at the homework with your own eyes and make sure your child puts the paper in the correct section. Help them by checking their planners for upcoming test, reports, and assignments. Look at the notebook, backpack, and papers at a minimum of 1 time per week. I know you are busy. If you make your child’s education a priority, your child will improve. We have spent a great deal of time and effort to organize this notebook. Help your child to keep it neat and orderly.

Each weekend, have a mini talk with your child about his or her progress. Praise them when they do a good job. Encourage them to do their personal best. Follow through with consequences if they choose inappropriate behaviors.

My child’s home work time schedule:

Mondays _________________________
Tuesdays _________________________
Wednesdays _________________________
Thursday _________________________
Friday __________________________

Please write the location where your child will study, (table, desk, dining room etc….)

_________________________________________

Responsibility finds a way…
Irresponsiblitiy finds and excuse

Here is an excerpt from Marvin Marshall’s website:
PROMOTING RESPONSIBILITY written by Marvin Marshall in his free monthly newsletter at www.marvinmarshall.com this month.
===========================================================

Whenever my students gave me an excuse for something within their
control, my standard comment was, “Responsibility finds a way;
irresponsibility finds an excuse.” The purpose of this mantra was
to encourage responsible thinking and behavior.

Since being responsible requires thinking, effort, and choosing
from a range of difficult decisions, many young people
nonconsciously convince themselves that it is too insurmountable
a challenge. Some blame others for their problems without any
thought as to responsible responses to their problems
(challenges). Others hope that someone will come along and make
everything right.

People can operate more responsibly if they have a strategy.

One strategy is to ask young people the following question: “If
you wanted to be fully responsible right now, what would you be
doing?”

In most cases, the answer will be readily apparent. It’s just a
matter of listening to the responses and acting upon them.

Another strategy is to use sentence-completion exercises. For
example, just for a week have them begin the day by thinking of
endings to each of the following sentences:

-If I operate 5% more responsibly at school,
I will… .
-If I operate 5% more responsibly at home,
I will… .
-If I accept full responsibility for my own happiness,
I will… .

Young people find that this exercise—as the question
mentioned earlier—stimulates the mind to make new neural
connections which, in turn, acts as a prompt to more responsible
behaviors.

News from LD –Resource

I plan to start back with children Monday, August 26, with full groups. I can not start until I get your schedule so I know when the best time will be to pull students from your class. If your schedule changes after you fill this out, please let us know as soon as possible so we can adjust our schedules if needed.

Please note the times you teach each subject from start to finish. If it is the same each day make a “ mark across.

I need you to differentiate the difference between Reading and AR reading because sometimes it may be necessary to pull a kid out at that time. It might be better to pull them during AR but not during regular reading when the child would miss your instruction. Thanks for understanding. I will do the best I can to pull your student for a subject exactly when you are teaching it. When a grade level has blocked times to teach a subject it helps the LD schedule tremendously, so keep that in mind.

TEACHER NAME______________________ ROOM NUMBER__________________ GRADE______

Monday Tuesday Wednesday Thursday Friday

Math

Reading
A.R. Silent Reading

Language

Spelling pre/post test

Recess

Lunch

Other times to avoid?

Please give this to Michelle xxxx Room xxx as soon as possible either in person, or box.

This year in your class you have these students who are enrolled in the SLD resource room to my knowledge. Please make a general announcement to all new students to Salk asking them to privately tell you if they were in LD resource at their last school. If you get any names, please contact me so I can check the files. I look forward to working with you. Remember that if the subject is listed on this paper, I am responsible for posting a grade and instruction. On the report card you just mark a “R”. You are responsible for all other grades. Some children, according to their IEP, may have special accommodations such as having tests in content areas like social studies read out loud. I will be more than happy to assist if you let me know I am needed. You will be given a copy of the IEP section of special accommodations. These IEP’s are confidential and should be securely stored where other parents and students do not have access.

Name of student: Subjects on IEP for SLD Schedule for P-15

Instead of parent notes I find that cutstomized stickers work well stuck right in the 3 ring notebook to be placed on the agenda. These don’t get lost. Here is a sample. I also have behavior stickers. Works for me.
Michelle

PARENTS AND GUARDIANS:
Please sign this agenda here at least every weekend. This will be your child’s progress report. I will write notes or put stickers right in this agenda to keep all parent(s) informed weekly as to progress made in the SLD program. I am trying to make it easier for you parent(s) so you will only have to sign once instead of signing this agenda plus an additional weekly progress report from SLD. Remember, you can always call me at xxxxxx if you have further questions. Students attending xxxxxxt Jr. High next year will do the same in 7th grade so they might as well get used to in now.  xxxxxxx

This is my short list of rules I usually refer to. I make these into skickers printed off my computer with a box in front ot each rule. I check off the broken rule and place it over the agenda for the parents to see. I have very few behavior problems so I rarley have to do this but it makes a great communication trail. I find that it is nice to have this documentaion and patterns sometimes show up. For ex. Student gets in trouble after being at dad’s house for weekend etc…. Hope this has been helpful. Good luck.

LISTEN TO TEACHER AND FOLLOW DIRECTIONS

BE PREPARED and ARRIVE ON TIME

GET TO WORK AND CONTINUE TO WORK

DO NOT BOTHER OTHERS OR THEIR BELONGINGS:

KEEP NOTEBOOK ORGANIZED AND CLEAN UP AFTER SELF

Back to school

Thanks so much Michelle - what an amazing timesaver for me!!! Vast amount of useful information here - I’ve already done some copying & pasting with a few modifications for my own program….thanks again!!