COMMUNITY ADVISORY COMMITTEE &
SPECIAL PARENTS INFORMATION NETWORK(CAC & SPIN)
JOIN US AND SHARE YOUR IDEAS!
TUESDAY, MARCH 8, 2016 FROM 6:30PM TO 8:00PM
PVUSD DISTRICT- BOARD ROOM
294 GREEN VALLEY ROAD, WATSONVILLE
REFRESHMENTS WILL BE PROVIDED
Addressing Social and Learning Needs Through Utilizing Web-Based
Resources, Presented by Corey Tamblyn
The Importance of Movement- Adaptive Movement from the
Adaptive Yoga Project, Presented by Annica Rose
The CAC is composed of parents of individuals with disabilities enrolled in public or
private schools, parents of nondisabled students, students and adults with
disabilities, general education teachers, special education teachers and other school
personnel, representatives of other public and private agencies, and persons
concerned with the needs of individuals with disabilities.
From year to year our students change teachers and the transition can be difficult for all parties. Learning about what works at school for that particular student is especially important if they require different support at school. I recently can across an example of a letter of introduction that was written by a mom who really knew how to articulate “what works” for her child. Here is a link to her letter and some other examples to help with introducing your kids particular needs to a new teacher.
A Letter to My Child’s Teacher
A student letter from an older student might read:
This article is property of and copyright © 2003-2007 Jene Aviram of Natural Learning Concepts. Reference of this article may only be included in your documentation provided that reference is made to the owner – Jene Aviram and a reference to this site http://www.nlconcepts.com
FIFTEEN THINGS ABOUT ME
Hi, my name is XXX and I am in your class this year. I want you to know a little about me.
I’m nervous to be in your class because it’s new and I don’t know what to expect. I need some time to adjust and then I will feel comfortable. Please don’t judge me on my first few weeks.
As the time goes by, you will be amazed by the skills you never thought I possessed. I sometimes look like I don’t understand. That’s just because I don’t have the same expressions and reactions as other people. I might not look at you when you talk but that doesn’t mean I didn’t hear you. I did. In fact I usually hear more than most people.
As I become familiar with your classroom I will begin to shine. A great way to speed up this process is letting me know what to expect.
Written or picture schedules for the day reduce my anxiety.
A five minute warning before a change of activity can help me greatly too.
You are my teacher and I look up to you. I want to succeed this year but I can’t do it without your help and most importantly, your belief in me that I can do it!
- What is my general disposition?
- What am I really, really good at?
- What do I absolutely LOVE doing?
- What do I absolutely HATE doing?
- What academics are my strong areas?
- What academics do I need a lot of extra help with?
- Which skills would my parents really like me to work on this year?
- How do you know when I’m getting frustrated?
- What can you do to calm me down before the storm hits?
- Too late! The storm hit! What can you do to calm me down?
- What strategies work really well to get me to do something I don’t want to do?
- What typically makes me laugh?
- What consequences back-fire and don’t give the desired results?
- I don’t like consequences, but which consequences work well for me?
- I would also like you to know…
For younger children- The ABC’s Of My Child
Here are some materials to help identify your child’s strengths.
Checklist: Know Your Child’s Strengths
Child Strengths Checklist
Capture Your Child’s Super Strengths
Below is an example of how to simply display your students needs at school.
Classroom Behavior is a big topic, but I think that it is one that needs to be reflected upon even if your classroom is running well.
Classroom Management & Culture
Case Studies in Educational Psychology by John W. Santrock
Starting Small Teaching Tolerance in Preschool and the Early Grades
Teaching Expectations and Reinforcement Systems
Establishing and implementing classroom rules
Jones and Jones stated that effective, general rules in a classroom should pertain to (a) health and safety (e.g., “Walk in the classroom, hallways, cafeteria.”), (b) property loss and damage (e.g., “Respect others’ personal property and touch it only with the person’s permission.”), (c) legitimate educational purpose (e.g., “Be on time for class and with all assignments.”), and (d) disruption of the learning process (e.g., “Ask for permission to speak before saying anything in the classroom.”). The following are characteristics of good classroom rules regardless of teaching level:
- The fewer, the better.
- It is wise to keep the number of rules to a minimum. For primary-level students, three or four rules should suffice; for older adolescents, as many as five or six may be necessary. There are ways to cover many activities in a rule by composing it in a broad fashion. Instead of limiting the rule to only the classroom (e.g., “Walk at all times in the classroom.”), a broader rule could state, “Always walk in the classroom, hallways, and cafeteria.”).
- Use simple language.
- There is no need to write elaborate rules with complex language. Just be direct and simple (e.g., “Raise your hand and wait for the teacher to call on you before speaking.”). If anything, direct, simple language allows for students to remember the rules more easily.
- Use a positive voice.
- If at all possible, write the rules in a positive format and tone. Try to avoid, “You shall not talk in the classroom without teacher permission,” by stating the same rule as, “Ask for permission to speak before saying anything in the classroom.”
- Special context, special rules.
- Different rules can be used for special situations and learning stations in the same classroom environment. Rules for using computers in a classroom (e.g., “Always use headphones when listening to music on the computer.”) can be made very specific to that activity and station only.
- Create an effective display.
- Rules need to be prominently displayed in the classroom or in a special activity area. When students are first learning the rules in the beginning of the school term they need to be bombarded and reminded of them as much as possible. Put them on a bulletin board, duplicate them on the classroom whiteboard, write them on a handout to distribute to class members, and place them in special activity areas (e.g., computer stations). I once witnessed a teacher hanging each classroom rule from the ceiling on both sides of long poster board for all to see in any section of the room. (Now that’s displaying them prominently!)