MONTHLY
MENTOR
CHECKLISTS
23
BEFORE SCHOOL STARTS:
Mentor Checklist
Provide her/him with a list of the school staff (or yearbook, if possible, to
associate names with faces).
Give a tour of the building
Introduce to available building staff
Discuss:
Grade Quick – set up of grade book and use of Testing schedule
Where supplies are kept Recordkeeping
Student illness procedures Classroom schedules
Bulletin boards Copy center requests
Bus slips, detention slips, passes Discipline (classroom/bus)/referrals to the office
Information cards ―Chain of Command‖
District forms School calendar/mark key events
Classroom layout Parking area
Class parties Hall/playground duties
How to handle classroom routines Social contacts
Jobs/consequences Mainstreaming
Teacher sick days Classroom rules
Beginning days supplies (text, desks) Emergency procedures
Organizing a grade book AV procedures/check-out
Lunch routine-teachers Attendance procedures/recordkeeping
Playground rules/equipment Lunch routine-students
School schedule (daily and weekly) Lunch ticket procedures
Bus procedures Building Consultation Team
Cumulative folders Substitute folder
Jargon Schedules for special classes
Fire drill procedures Lesson plans
Specialists and their roles Tips on effective communication with students
Saving files on server E-mail and public folders
Internet User Policy Web attendance and expectations
Accessing District Network and Website Voicemail (where applicable)
File maintenance
Observation and feedback
Develop collegial relationships
Review Points to Ponder (pg. 179-180)
Read “The First Days of School” and share highlights with your mentor and other peers.
24
MISSION STATEMENT
The mission of the Sheboygan Area School District is to equip all students with a
foundation of knowledge and skills through quality instruction, opportunities, and
a positive learning environment in an active partnership with the family and
community, reinforcing values which will inspire them to access the opportunities
of this society, strive for excellence in their endeavors, and contribute as
responsible citizens.
SUPERINTENDENT’S VISION STATEMENT
To bring students, staff, families, and the community to a vision of where the school district
should be in the future.
Proficiency + Support = Mission
Proficiency: A measurable level of performance of what is expected of EVERY student in
order for them to be successful in their next stop in life.
Support: We ALL need to share in the responsibility of helping our students reach the
proficiency levels that we set. The District must ask, then provide the support
necessary for our staffs to get our students to those proficiency levels.
Mission: Central to our mission is that ALL students be successful.
25
2009-2010
DISTRICT GOALS
GOAL #1 To increase student achievement
GOAL #2 To assure a safe school environment
GOAL #3 To assure high levels of effective and efficient fiscal management
GOAL #4 To assure sound educational facilities
GOAL #5 To assure a positive staff, administrator, Board-team process
GOAL #6 To assure community involvement and increase customer satisfaction
GOAL #7 To assure recreational activities and facilities for wellness of people of
all ages
DISTRICT OBJECTIVES
Objective #1 Continue to Increase the Achievement of Middle School Students
Research the original intent of the middle school model in
Sheboygan and identify areas that need changes
Guarantee consistent curriculum across the middle school level
Objective #2 Explore and Promote Opportunities, Including Expansion of
Summer School, to Retain and Attract Students
Objective #3 Evaluate New Programming and Charter Schools
Objective #4 Prioritize/Restructure Our Resources to Fulfill Our District
Mission within Budget Constraints through Examination of
Fee structure
Program review
Contract negotiations with employee groups
Administrative restructuring
Objective #5 Embrace MAPs (Measures of Academic Progress) as a Tool to:
Identify deficient areas of student achievement
Assist with implementation of differentiated instruction
Objective #6 Assess the District’s Long-Term Facilities, Green Space, and
Maintenance Needs
26
SCHOOL IMPROVEMENT PROGRAM TERMINOLOGY
BBSIP: Building Based School Improvement Program.
A school-based process adopted in the Sheboygan Area School District to improve student
achievement in each school and the district as a whole by involving each school staff in planning
and making specific applications of effective school practices to reach student performance goals
that they set for their respective schools.
SET: School Effectiveness Team.
The building leadership team consisting of the principal(s), representative staff members, and, in
some cases, parents and/or students and/or community representatives who share leadership for
planning, implementing and monitoring the BBSIP process in their school and for involving all
staff in the process.
SITE-BASED MANAGEMENT
MEANS:
BRINGING THE RESPONSIBILITY FOR DECISIONS AS CLOSE
AS POSSIBLE TO THE SCHOOL.
DEFINING HOW SCHOOL STAKEHOLDERS CAN WORK
COLLABORATIVELY TO MAKE THESE DECISIONS.
CREATING OWNERSHIP FOR THOSE RESPONSIBLE FOR
CARRYING OUT DECISIONS BY INVOLVING THEM DIRECTLY
IN THE DECISION-MAKING.
BUILDING TRUST IN THE ABILITIES AND JUDGMENT OF
THOSE MAKING THE DECISIONS.
27
ACRONYMS
How well do you know the “lingo?”
1. AP Advanced Placement
2. SAGE Student Achievement Guarantee in Education
3. PD&G Professional Development and Growth
4. CESA Cooperative Educational Service Agency
5. DPI Department of Public Instruction
6. LEA Local Education Agency
7. SEA Sheboygan Education Association
8. WEAC Wisconsin Education Association Council
9. EBD Emotional Behavioral Disability
10. SLD Specific Learning Disability
11. CDB Cognitively Disabled-Borderline
12. CDS Cognitively Disabled-Severe
13. OHI Other Health Impaired
14. PT Physical Therapy
15. OT Occupational Therapy
16. CC Cross-Categorical
17. CWD Children with Disabilities
18. IDEA Individuals with Disabilities Education Act
19. IEP Individual Education Plan
20. WKCE Wisconsin Knowledge and Concepts Exam
21. PPP Program Prioritization Process
22. ACT American College Test
23. LVEC Local Vocational Education Coordinator
24. YTY Youth Tutoring Youth
25. ELL English Language Learner
26. LEP Limited English Proficient
27. SACAP Student Achievement Cycle Action Plan
28. SET School Effectiveness Team
29. SBM Site-Based Management
30. PACE Program for Academic and Creative Enrichment
28
31. STRIVE Sheboygan Treatment through Reintegration and Vocational
Education
32. TAPP Teenage Parent Program
33. PAS Partnership for Academic Success
34. DOL Dimensions of Learning
35. WISC Wechsler Intelligence Scale for Children
36. ADHD Attention Deficit with Hyperactivity Disorder
37. ADD Attention Deficit Disorder
38. BCT Building Consultation Team
39. WSRA Wisconsin State Reading Association
40. WMC Wisconsin Math Council
41. ELC Early Learning Center
42. TGIF Thank Goodness It’s Friday
43. QEO Qualified Economic Offer
44. SASD Sheboygan Area School District
45. ATOD Alcohol, Tobacco, and Other Drugs
46. SAP Student Assistance Program
47. EAP Employee Assistance Program
48. CAPP Cooperative Academic Partnership Program
49. PDP Professional Development Plan
50. SAAT Student Achievement Accountability Team
51. UBD Understanding by Design
52. NCLB No Child Left Behind
53. EMT Executive Management Team
54. FYI For Your Information
55. SAIL Straight Ahead to Independent Living
56. WAVE Work and Vocational Education
29
PARTNERSHIP FOR ACADEMIC SUCCESS (PAS)
SHEBOYGAN’S VILLAGE PARTNERSHIP PROPOSAL BETWEEN THE SHEBOYGAN
AREA SCHOOL DISTRICT
BOARD OF EDUCATION, DISTRICT ADMINISTRATORS, THE SHEBOYGAN
EDUCATION ASSOCIATION, AND AFSCME LOCAL #1750
The Sheboygan Area School District Board of Education, District Administrators, Sheboygan
Education Association, and AFSCME Local #1750 agree to explore a process of decision-making
that will deliberately place greater authority and responsibility for education and related decisions
within the school itself for the purpose of enhanced student achievement, behavior and/or attitudes.
The Board of Education, the Sheboygan Education Association, District Administrators, and
AFSCME Local #1750 will jointly explore changes in structures and procedures that will facilitate
this change with the goals of:
1. Providing better collaboration in quality educational services;
2. Listening to all constituent groups and any suggested strategies;
3. Providing for the effective communication of efforts made by various teams, groups and
representatives;
4. Monitoring and encouraging progress for inclusive shared decision-making; and
5. Evaluating and adjusting parameters over time (acknowledging the realistic need to consider
statutory, contractual and functional responsibilities of member groups).
The Board of Education, District Administrators, Sheboygan Education Association, and AFSCME
Local #1750 agree that we are willing to explore all the implications of the Site-Based Decision-
Making process. However, none of the parties are able to set aside the legal responsibilities or
certain dimensions of respective organizational roles. Therefore, it is understood that, unless waivers
are granted, this process cannot change the following:
1. Federal and Wisconsin laws as they pertain to schools;
2. Wisconsin Department of Public Instruction rules and regulations;
3. Sheboygan Area School District policies and rules;
4. The collective bargaining agreement between the Sheboygan Area School District and the
Sheboygan Education Association; and
5. The collective bargaining agreements between the Sheboygan Area School District and
AFSCME Local #1750.
The parties recognize the mutual exploration of Site-Based Decision-Making might lead into
difficult areas and unforeseen problems. We each take this risk in good faith and with a readiness to
examine our own attitudes and behaviors and improve together. So that we may have the necessary
safeguards and acceptance of the process, Sheboygan Area School District Board of Education,
District Administrators, Sheboygan Education Association, and AFSCME Local #1750 have the
right to request either a slow-down or, in extreme cases, a withdrawal from the joint process.
In the event that one or all of the anchors wish to terminate participation in the Sheboygan’s Village
Partnership Team, it is agreed that:
30
1. Other anchors of the Oversight Team will be informed in writing of the reasons for wanting to
withdraw endorsement of the concept or wanting a slow-down.
2. All anchors agree to allow 60 days ―cooling off‖ period. During the 60 days, the Oversight Team
will meet to discuss the termination concerns at least two times, possibly using a third party
consultant, in an effort to resolve the concerns.
3. If one anchor decides to end participation after the above procedures have been followed, the
remaining anchors will determine whether the Oversight Team will be considered terminated or
not.
Oversight Team – Composition:
Representatives of the Sheboygan Education Association (3)
Administrators (2)
School Board Members (2)
Representatives of AFSCME Local #1750 (2)
Parents/Representatives of the Community at Large (5)
Students (2)
Current members of the Sheboygan’s Village Partnership Team will serve as the Oversight Team
through the 1996-97 school year at which time some new members will be appointed. Terms will be
staggered so that some new members will be appointed each year. Members will be appointed by
their respective stakeholder groups.
Objective:
To provide a listening and learning place for the school district.
Responsibilities of the Oversight Team:
1. To give direction and guidelines to the process.
2. To obtain resources and other support for those involved in the form of training sessions and
facilitated meetings.
3. To establish general steps for participation and training at sites.
4. To ensure that the pace and support are in harmony to provide high quality while keeping the
change process moving.
5. To facilitate the flow of information throughout the district.
6. To process waivers for site councils or site teams in regard to Board policies, master agreements,
etc.
7. To collaborate in ―unsticking‖ the process when it runs into difficulties and obstacles.
31
Waivers
When a Site Council has identified a course of action to improve an area of student achievement or
school climate, but the course of action would conflict with systemic constraints, such as Board of
Education policies, collective bargaining agreements or established practices of the administration, it
may submit a request for a waiver to the Oversight Team. The request will include an explanation of
the purpose of the proposed action, the process by which the proposal was developed/adopted, the
constraint(s) that must be waived, the duration of the waiver, the parties and programs affected, and
the proposed method for evaluating whether the course of action has achieved the desired
improvement. The Oversight Team will review such requests and offer any suggested additions or
changes it believes may enhance the likelihood of success of the request (i.e.: if other sites have
made similar requests in the past, or if other sites have similar requests pending, such information
may help in the formulation of a request for waiver). Thereafter, the Oversight Team will refer such
requests to the appropriate parties for consideration and will also share information with other sites
about the request and its disposition, as appropriate. The Oversight Team will collect and share with
the rest of the District the results of the evaluations of all actions taken pursuant to such waivers as
they are completed by the sites.
The anchors agree to process waiver requests within a reasonable time following receipt. If the
waiver is granted, that information will be communicated to the requesting site in writing with a
copy to the Oversight Team. If the waiver is denied, members of the anchor shall communicate that
decision in person at the site so that the reasons for the denial may be explained to the Site Council.
Site Councils
Please refer to Sheboygan Area School District Site-Based Management-Definitions and Directions
1993 and Building-Based School Improvement Program-An Overview 1993 for directions of the
purpose, make-up, functions and responsibilities of the site-based councils and School Effectiveness
Teams.
Approved 4/8/96
Revised 2/3/97
32
DIMENSIONS OF LEARNING
Dimension 1 Dimension 3 Dimension 5
ATTITUDES AND EXTENSION AND PRODUCTIVE HABITS
PERCEPTIONS REFINEMENT OF OF MIND
ABOUT LEARNING KNOWLEDGE
Critical Thinking
Classroom Climate Questioning Being accurate and seeking
accuracy
Feeling accepted Comparing Being clear and seeking
Teacher Classifying clarity
Peers Inducing Being open-minded
Feeling comfortable and Deducing Restraining impulsivity
perceiving order Analyzing errors Taking a position when the
Physical comfort information warrants it
Constructing support
Clear rules and Being sensitive to the
Abstracting feelings and level of
procedures
Safety knowledge of others
Classroom Tasks Creative Thinking
Engaging intensely in tasks
Value
even when
Ability answers/solutions are not
Clarity immediately apparent
Dimension 4 Pushing the limits of one’s
knowledge and abilities
Generating, trusting, and
maintaining one’s own
Dimension 2 standards of evaluation
Generating new ways of
MEANINGFUL USE OF
viewing a situation outside
KNOWLEDGE the boundaries of standard
convention
ACQUISITION AND Decision Making
INTEGRATION OF Investigation Self-Regulation
KNOWLEDGE Experimental Inquiry Being aware of one’s own
Problem Solving thinking
Declarative Knowledge Invention Planning
Constructing meaning Being aware of necessary
Organizing resources
Being responsive to
Storing
feedback
Evaluating the
Procedural Knowledge effectiveness of one’s own
Constructing models actions
Shaping
Internalizing
33
Stages of Backward Design
1. Identify
desired
results
2. Determine
acceptable
evidence.
3. Plan learning
experiences and
instruction.
The backward design process consists of three general stages:
Stage 1. Identify Desired Results – What should students know, understand, and be
able to do? What is worthy of understanding? What “enduring” understandings are
desired? In this first stage we consider our goals and identify the targeted
understandings for a unit of study.
Stage 2. Determine Acceptable Evidence – How will we know if students have
achieved the desired results and met the standards? What will we accept as evidence of
student understanding and proficiency? The backward design orientation suggests that
we think about a unit or course in terms of the collected assessment evidence needed to
document and validate that the desired learning has been achieved, not simply as
content to be covered or as a series of learning activities.
Stage 3. Plan Learning Experiences and Instruction – With identified results (enduring
understandings) and appropriate evidence of understanding in mind, it is now the time
to plan learning activities. What questions will serve to „uncover‟ the big ideas we want
students to come to understand? What enabling knowledge and skills will students
need in order to perform effectively and demonstrate the desired results? What will
need to be taught and coached, and how should it best be taught, in light of the
performance goals? In planning the learning activities, we consider the WHERE
elements. It is important to note that choices about teaching methods, sequence of
lessons, resource materials, etc. are made after the desired results and assessments are
identified. Teaching is a means to an end.
34
From: “Understanding by Design,” Grant Wiggins and Jay McTighe, ASCD, 2000, p. 33
35
2009-10 School Year Schedule of Testing and Surveys
Four-Year Old Kindergarten and Elementary Schools
March
December/January
Spring Break
October/
Grade September February April May
November Winter Break
(Mar 29 –
(Dec 23 – Jan 1)
April 5)
Literacy & Math
(Apr 6 – May 14)
Literacy & Math
4KG PreLAS* PreLAS*
(Sept 1 – Oct 9) Child Find Pre-
Screening
(Apr 6 – 23)
Phonemic
Awareness Phonemic
Letter & Sound
5KG
Letter Identification (Dec 1 – Jan 15) Identification
Awareness
(Sept 1 – Oct 9) (May 3 -
ACCESS for ELLs* (Apr 12 – May 7)
21)
(Dec 7 – Feb 5)
Sentence Running Records
Letter & Sound
Dictation ACCESS for ELLs* with
Identification
(Nov 2 – 16) (Dec 7 – Feb 5) Comprehension
(Sept 1 – Oct 9) Sentence (Rigby)
G01 Running Records Running Records Dictation (Apr 6 – June 9)
Running Records
with with Comprehension (Mar 1 - 26)
with Comprehension
Comprehension (Rigby) Writing
(Rigby)
(Rigby) (Jan 25 – Mar 26) Assessment
(Sept 1 – Nov 6)
(Nov 9 – Jan 21) (Apr 12 – May 7)
Writing
Assessment
Running Records (Apr 6 - May 21)
Writing
with Comprehension ACCESS for ELLs* Running Records
G02 Assessment
(DRA) (Dec 7 – Feb 5)
(Oct 1 – Nov 3) with
(Sept 1 – Nov 6) Comprehension
(DRA)
(Apr 6 – June 9)
ACCESS for ELLs*
MAP
WKCE* and (Dec 7 – Feb 5) MAP
G03 WAA-SwD (Mar 1 – May
(Sept 14 – Nov 20) MAP
(Oct 26 - Nov 24) 14)
Dec 7 – Jan 29)
Keyboarding
ACCESS for ELLs*
(per teacher WKCE* and (Dec 7 – Feb 5) MAP
G04 schedule) WAA-SwD (Mar 1 – May
(Oct 26 - Nov 24) MAP 14)
MAP
Dec 7 – Jan 29)
(Sept 14 – Nov 20)
ACCESS for ELLs*
MAP
WKCE* and (Dec 7 – Feb 5) MAP
G05 WAA-SwD (Mar 1 – May
(Sept 14 – Nov 20) MAP
(Oct 26 - Nov 24) 14)
Dec 7 – Jan 29)
*Wisconsin DPI provides all materials
36
2009-10 School Year Schedule of Testing and Surveys
Middle and High Schools
December Winter March
Break
Grade September October/November January February April May
Spring Break
(Dec 23 – Jan 1) (Mar 29 – Apr 5)
ACCESS for ELLs*
MAP WKCE* and WAA- (Dec 7 – Feb 5) MAP
G06 (Sept 14 – SwD
MAP (Mar 1 – May 14)
Nov 20) (Oct 26 - Nov 24)
Dec 7 – Jan 29)
MAP
ACCESS for ELLs*
MAP WKCE* and WAA- (Mar 1 – May 14)
(Dec 7 – Feb 5)
G07 (Sept 14 – SwD DPI Youth Risk
Nov 20) (Oct 26 - Nov 24) MAP
Behavior online
(Dec 7 – Jan 29)
Survey
ACCESS for ELLs*
(Dec 7 – Feb 5) MAP
MAP WKCE* and WAA- MAP (Mar 1 – May 14)
G08 (Sept 14 – SwD (Dec 7 – Jan 29) Wisconsin Career
Nov 20) (Oct 26 - Nov 24) Assessment*
Wisconsin Career
Assessment* (selected schools)
(selected schools)
Science
SRI Lexile Reading
Assessments
Assessment ACCESS for ELLs* SRI Lexile
by Grade &
G06 – (optional) (Dec 7 – Feb 5) MAP Reading
Unit
G08 WKCE* and WAA- MAP (Mar 1 – May 14) Assessment
MAP (optional)
SwD (Dec 7 – Jan 29)
(Sept 14 –
(Oct 26 - Nov 24)
Nov 20)
MAP SRI Lexile
ACCESS for ELLs*
MAP SRI Lexile Reading (Mar 1 – May 14) Reading
(Dec 7 – Feb 5)
G09 (Sept 14 – Assessment DPI Youth Risk Assessment
Nov 20) (selected students) MAP (selected
Behavior online
(Dec 7 – Jan 29) students)
Survey
ACCESS for ELLs*
WKCE* and WAA- (Dec 7 – Feb 5) Wisconsin Career
G10 SwD Wisconsin Career Assessment*
(Oct 26 - Nov 24) Assessment* (selected schools)
(selected schools)
DPI Youth Risk
ACCESS for ELLs*
G11 Behavior online
(Dec 7 – Feb 5)
Survey
Graduate Intentions
ACCESS for ELLs*
G12 online Survey
(Dec 7 – Feb 5)
(March 8 - April 16)
Survey of Board of
Education, Online Surveys
G06 - Community, and about MS & HS
G12 Staff about Student Activities
Superintendent (March 8 - April 16)
(Oct 19 – Nov 13)
*Wisconsin DPI provides all materials
37
NO CHILD LEFT BEHIND
What it is and how it came to be:
The No Child Left Behind Act of 2001 (NCLB), a major reform of the Elementary
and Secondary Education Act (ESEA) was passed by congress and signed into law by
President Bush on January 8, 2002. The purpose of the act is to close the achievement
gap between disadvantaged and minority students and their peers. The Act
encompasses 45 programs totaling an annual investment of $19 billion. President Bush
has described the act as “the cornerstone of my administration”.
No Child Left Behind embodies President Bush’s education reform plan: stronger
accountability for results, expanded flexibility and local control, expanded options for
parents, and an emphasis on teaching methods that have been proven to work.
The Components:
ACCOUNTABILITY:
Evidence that all students are meeting high academic standards must be provided
in the form of annual assessments in grades 3-8 in reading and math. Data from the
annual testing will be disaggregated for students by poverty levels, race, ethnicities,
disabilities, and limited English proficiencies. States also must report on school safety
on a school-by-school basis.
Annual “school report cards” will provide comparative information on the quality of
schools. Districts and schools that do not make adequate yearly progress towards state
proficiency goals for their students will be targeted for assistance and then be subject to
corrective action and ultimately restructuring. Schools that meet or exceed objectives
will be eligible for “academic achievement awards.”
FLEXIBILITY AND LOCAL CONTROL:
In exchange for greater accountability for results, states and school districts will
have greater flexibility in how they can use federal education funds. The intent is to put
greater decision-making powers at the local and state levels where educators are most
in touch with students’ needs.
Each state, hoping to receive federal dollars, must submit plans to the secretary of
education outlining evidence that they have content and achievement standards and
aligned assessments, school report card procedures, and statewide systems for holding
schools and districts accountable for the achievement of their students. In turn each
school district must report to their state agency (Department of Public Instruction)
outlining their district standards, testing procedures and results, and highlighting student
progress.
Each state will determine, pending federal approval, what constitutes adequate
yearly progress (AYP) for students in that state. All students must reach proficiency, as
defined by their state, by the school year 2013-2014.
38
PARENTAL OPTIONS:
Annual “school report cards” will provide parents with comparative information
about how particular schools are performing. For parents whose children are attending
“failing” schools there are immediate options:
1. Public school choice: Parents with children in failing schools would be allowed to
transfer their child to a better-performing public or charter school immediately
after a school is identified as failing. There will be expanded federal support for
the creation and maintenance of charter schools.
2. Supplemental services: Title 1 funds can be used to provide supplemental
educational services such as tutoring, after school services, and summer school
programs for children in failing schools.
PROVEN TEACHING METHODS:
NCLB places a special emphasis on determining what educational programs and
practices have been clearly demonstrated to be effective through rigorous scientific
research. Scientific research is defined as research that involves the application of
rigorous, systematic, and objective procedures to obtain reliable and valid knowledge
relevant to education activities and programs. Federal funding will be targeted to
support these programs and teaching methods.
Instructional Mentor Training
Jeanne Pfeiffer
39
SEPTEMBER
Monthly Instructional Mentor Checklist
Review and discuss:
Reporting Child Abuse (pg. 40-45)
School Resource Officer Program (pg. 46)
Developmental Guidance (pg. 47-48)
Developmental Stages (pg. 49-53)
Classroom Management Strategies (pg. 54-66)
Code of Classroom Conduct Policy (pg. 69-81)
Homework Policy (pg. 82-87)
Review Professional Growth Plan and Staff Development Expectations
Review Standards/Benchmarks/Report Cards
Discuss:
Testing procedures Grading procedures
Parent communications Pacing of the curriculum
Extra curricular school activities/duties/
Youth-Tutoring-Youth (YTY)
responsibilities
Field trips/bus requests Parent organizations (PTA/PTO)
Work orders/maintenance Homework/policies
Assemblies Parent volunteers/Grandparent Program
Progress reports Contract/professionalism
Mentee observes mentor and other colleagues (pg. 183-211)
Assist with curricular planning and timeline
Prepare for formal observations
Grade level/department meetings
Review Points to Ponder (pg. 179-180)
Review “The First Days of School” and share highlights with your mentor and
other peers.
40
Department of Student and Instructional Services
Office of School Social Workers
SHEBOYGAN AREA SCHOOL DISTRICT
830 Virginia Avenue
Sheboygan, WI 53081
REPORTING CHILD ABUSE
Staff members of the Sheboygan Area School District are required to report suspected incidents
of child abuse to either the Police Department or the Department of Health and Human Services.
A staff member does not have to have absolute certainty that the abuse occurred; the staff
member is mandated (required) to report suspicions of child abuse.
According to Wisconsin Statute 48.981, school personnel are mandated to report the following
types of situations:
1. Physical abuse, which may be inflicted by an adult or another child.
2. Emotional damage, which is exhibited by severe anxiety, depression,
withdrawal, or outward aggressive behavior that is caused by the child’s guardian.
3. Neglect, which is the lack of food, clothing, medical or dental care, or shelter that
seriously, endanger the physical health of the child.
4. Threatened harm, which occurs when a child reports that she/he is afraid that
she/he will be physically abused.
5. Sexual abuse, which includes sexual contact, which means any intentional
touching, directly or through clothing by the use of any body part or object of the
person’s intimate parts. The intentional touching must be for the purpose of either
sexually degrading the victim or sexually arousing the perpetrator. Any child
under sixteen years of age is presumed not capable of giving consent for sexual
contact.
A staff member who discovers a suspected abused, neglected, or threatened child shall
immediately relate this information to the child’s teacher or principal. According to school
district Policy 5142.4, the staff member must complete a written report regarding the incident of
abuse and when it was reported. This report is given to the building principal.
If you have other questions about reporting child abuse, please contact your building guidance
counselor, social worker, and psychologist or call the Department of Health and Human Services
at 459-6400.
41
RULES OF THE BOARD OF EDUCATION 5142.4 (a)
STUDENTS
ELEMENTARY AND SECONDARY
WELFARE
SAFETY
Procedures in Assessing and Reporting Child Neglect and/or Abuse
Section 48.981 of the Wisconsin Statutes requires schools to report all suspected incidents of
child neglect and/or child abuse to the proper legal authority within the county. In Sheboygan
County, the Department of Social Services has a child protective service team with social
workers specifically trained to investigate reports of child neglect and/or abuse.
The law outlines the procedure in reporting suspected child abuse and/or neglect cases, and
provides immunity from civil or criminal liability to anyone participating in the making of a report.
Indications of child abuse and/or neglect are listed below and should be considered in
identifying cases.
1. Physical Abuse
a. Bruises, Welts
b. Sprains, Dislocations, Bone Fractures
c. Burns
d. Cuts, Lacerations
2. Emotional Abuse* See Policy 5142.4 for definition
a. Stress such that a child cannot maintain himself.
b. Unprovoked aggression
c. Extreme withdrawal or passive behavior.
3. Sexual Abuse
a. Emotional Stress
b. Pregnancy
4. Neglect
a. Malnutrition
b. Consistently tired
c. Lack of supervision in the home
d. Lack of medical attention
A specific referral procedure is outlined below to insure an accurate and complete report of the
abuse or neglect incident and to support the completion of the referral process.
5142.4 (b)
42
1. Any staff member who discovers a suspected abused, neglected, or threatened child shall
immediately relate this information to the child’s teacher or the principal.
2. The teacher or principal shall then:
a. follow the procedure in step 3 below (Mandatory)
b. Convene a meeting with the school counselor, school social worker and school nurse,
along with the staff member who originally reported the suspicion, to gather supporting
information.
3. The principal or teacher shall call the Sheboygan County Department of Social Services,
Protective Service Unit – 459-3245. A written report*, by school staff must be completed and
should include the date, time, and whom the incident was reported at Department of Social
Services:
a. The names and addresses of the child and his parents or whoever is caring for him.
b. The child’s age.
c. The nature or the child’s condition, including and evidence of previous injuries or
disabilities; include dates if available.
d. Any other information that may be helpful in establishing the reason for the abuse and
the identity of the perpetrator(s).
e. Factual information, dates of truancies and absences, school performance and behavior,
and general physical appearance of the child.
f. The need for priority action for the safety of the child.
4. On occasion it may be necessary for a staff member to testify regarding the case. A
subpoena would be served which will protect the individual from civil or criminal liability. The
staff member should contact the principal immediately upon receipt of subpoena. The
employee would suffer no pay loss for court appearance.
5. A copy of the abuse/neglect report should be kept by the principal in a separate file for
abuse/neglect cases, which will, retained in that school. This file is very confidential and
should not be used by staff of others unless the student is involving in another child
abuse/neglect case.
A follow-up of any child abuse or neglect is very important and the responsibility is shared by
the school and the Department of Social Services.
1. The Department of Social Services has the responsibility of notifying the school of the
disposition of the case; was it a child abuse or neglect case and answering the following
questions as soon as any are known.
a. Is special help being given to the responsible party?
b. Is the child being removed from the home temporarily?
c. What can the school do to help in the situation?
2. The principal will designate a contact person for the Department of Social Services
investigator.
5142.4 (c)
3. The school may be involved in providing services in the follow-up stages as a cooperative
effort with those agencies working with the child and his family.
43
4. The name of the investigator from the child protective services team can be obtained by
calling the Sheboygan County Department of Social Services, 459-3200.
*Any person Who willfully fails to file a report as required may be fined no more that $1000.00 or
imprisonment not more that six months or both.
Any person who reports and then violates confidentiality may be fined not more that $1000.00 or
imprisonment not more than six months or both.
Legal Reference: Wisconsin State Statutes 483.981
Rule Adopted: October 18, 1983 BOARD OF EDUCATION
Rule Revised: December 17, 1985 Sheboygan Area School District
GPL:lak 830 Virginia Avenue
Sheboygan, WI 53081
44
POLICIES OF THE BOARD OF EDUCATION 5142.4
ELEMENTARY AND SECONDARY
WELFARE
SAFETY
REPORTING OF SUSPECT CHILD ABUSE OR NEGLECT
A teacher, counselor, administrator, social worker, or mental health professional (psychologist),
working in a child caring institution (school), having reasonable cause to suspect that a child
seen in the course of professional duties has been threatened with an injury that will occur,
abused* or neglected, shall immediately contact protective services at the Department of Social
Services, the Sheriff’s Department or the City Police Department, whichever has jurisdiction,
and shall inform the department of the facts and circumstances contributing to a suspicion of
threatened injury, abuse, or neglect.
Classified staff members who have reasonable cause to suspect child abuse or neglect shall
bring this concern immediately to the attention of the child’s teacher or to the principal.
Safeguarding children from hazardous conditions brought about by child abuse and neglect can
be accomplished by increasing employee awareness of the problem, and by developing a
logical procedure to deal with the problem. The Board of Education charges the administration
to provide all employees with inservice training necessary to enable each employee to
understand the problem of child abuse and neglect, and the necessary procedures in dealing
with suspected cases.
*Abuse has been defined to include emotional damage, which means harm to a child’s
psychological or intellectual functioning, which is exhibited, by severe anxiety, depression,
withdrawal or outward aggressive behavior, or combinations of these behaviors as diagnosed
by a licensed practitioner.
Legal Reference: Wisconsin Statutes 48.981, Wisconsin Act 172 effective March 28, 1984
Policy Adopted: October 18, 1983 BOARD OF EDUCATION
Policy Revised: November 20, 1984 Sheboygan Area School District
GPL:lak 830 Virginia Avenue
Sheboygan, Wisconsin 53081
45
Sample form to use as
documentation SUSPECTED ABUSE REPORT
(To be completed by staff member observing the suspected abuse. Call the information in to
Sheboygan County Social Services at 6418.)
Child’s Name: ________________________________________________________________
Grade: _________ School: __________________________ Birth date: _________________
Parent(s): ____________________________________________________________________
Address: _____________________________________________________________________
Phone: _____________________________
Parent(s) Workplace and Phone (if known): _________________________________________
_____________________________________________________________________________
Other siblings/adults and ages in home (if known): ___________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Date and time of observation: ____________________________________________________
Alleged Perpetrator: ____________________________________________________________
Relationship/phone/address (if known): ____________________________________________
_____________________________________________________________________________
Description of suspected abuse, neglect, or threat warranting referral (If any injuries observed,
describe them): ________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Contact made with Social Services:
Date: ________________________________ Time: ________________________________
DSS Staff or Law Enforcement Officer contacted: ____________________________________
DSS Follow-Up:
Date of contact with child: _______________________________________________________
DSS Social Worker: ____________________________________________________________
Report received from DSS: ______________________________________________________
Referring staff member’s signature/title: ____________________________________________
(Give report to building principal)
CONFIDENTIAL
46
SCHOOL RESOURCE OFFICER PROGRAM
The School Resource Officer Program is an integral part of the overall school program. There are
school resource officers at both high schools, Alternative Programs, and the three middle
schools.
Everyone is highly encouraged to contact the school resource officer to discuss concerns about
individual students and also use him/her as a resource for classroom presentations. The school
resource officer’s job responsibilities include the following:
1. To establish liaison services between the Sheboygan Police Department, school youth,
parents of youth, Department of Health and Human Services, other law enforcement
agencies, and all other related agencies in dealing with youth.
2. Formulate and conduct juvenile crime prevention education programs in areas such as
drug and alcohol abuse, vandalism, shoplifting, theft, and abuse cases.
3. Promote public speaking engagements to service organizations in the community.
4. Investigate all cases, which would violate Wisconsin statutes, and city ordinances, which
occur on or in the area of the schools.
5. Provide counseling to youth and their parents as needed.
6. Attempt to keep the community alert as to possible problem areas in the community
concerning delinquency.
7. Attend school functions and activities that are appropriate as requested by the
administration.
8. Deal with any violations of law committed by students while attending school.
9. Assist teachers when requested to do so with presentations in the classroom.
A responsibility NOT included in the school resource officer’s position is the enforcement of
school rules and regulations.
The primary responsibility for the enforcement of school rules and regulations lies with the
administration and professional staff of the schools.
47
SHEBOYGAN AREA SCHOOL DISTRICT
DEVELOPMENTAL GUIDANCE PROGRAM
Overview
Educators, in their effort to create an effective learning climate, have recognized the primary
importance of assisting students with their intellectual and physical development; and many have
recognized the importance of assisting with their social and emotional development. The
importance of dealing with all of life’s growth process is emphasized by the fact that successful
achievement of developmental tasks, as they arise in the life of an individual, lead to happiness
and success with subsequent tasks.
Developmental tasks identified by Robert J. Havighurst, University of Chicago, have assisted
teachers in recognition of the needs of students. The students need to:
Understand themselves
Understand their feelings
Understand other people
Understand interaction
Understand communication
Understand roles and responsibilities
Understand the world of work
Understand choices and consequences
Conditions today make more evident than formerly the need for a developmental guidance
program for our school age youth. We live in an age of complexity and uncertainty as evidenced
by:
Choices, which are more numerous and come earlier;
Decreasing stability of the family structure;
The incidence of crime, drug abuse, emotional disturbance, and suicide among young
people;
The tremendous increase in man’s body of knowledge;
Rapid changes and inconsistencies in society’s values;
The rapid shifting nature of the world of work, including the phasing out of many jobs for
the unskilled worker and the emergence of new jobs requiring higher skill levels.
Educators are charged with the responsibility of preparing our youth for a future which none of
us can predict with any accuracy. We do not know what information currently being taught will
be valid and useful to today’s school youth when they reach adulthood. It is important, therefore,
that we find some means of helping youth to make sense of their present experiences, to find
personal meaning in what they are being taught in school, to develop values and attitudes, and to
learn to practice the decision-making skills which will enable them to function in a charging
society.
The Developmental Guidance Model for the Sheboygan Area School District is an organized
effort to help each youth to achieve all of which he or she is capable. Its focus in on personal
48
development, that guidance is an inherent part of all curriculum, and that the classroom teacher is
a central figure in the guidance function. It is designed to systematically, purposefully, and
actively involves youth in acquiring personal human skills, and to prevent problems before they
occur. It is based on the belief that:
Counseling and guidance services should be provided for all youth at all grade levels
(Wisconsin State Statutes, Chapter 90, 1973).
That total growth, development and adjustment of each individual is of utmost
importance.
Emotional growth enhances intellectual growth and prevents maladjustment.
Youth learn better when they feel good about themselves.
Growth in self-understanding enables young people to find personal meaning in learning
experiences.
Youth who understand their own feelings are better able to control their own behavior
and to understand and get along with others.
Persons grow in helping others to grow, and growth is affected more by what we do than
by what is done to us.
The process of psychological development is a vital arm of education and should not be
left to chance factors in the school.
Attitudes formed during the school years shape the future attitudes toward learning, self,
and society.
The total educational program, including all curriculum areas, would have to share one
common objective: the total and integrated development of the individual. Collaborative
planning by all staff members is needed.
The developmental guidance program is more effective when it is a cooperative enterprise
among the youth, parents, school, and community; and when teachers include specific guidance
experiences in their teaching. The classroom teacher exerts considerable influence on youth as
they view, sense, interpret, and draw conclusions from the teacher as a leader and as a person.
The classroom teacher is an influential person on the guidance of students, and is a key person in
an organized program of guidance activities.
49
DEVELOPMENTAL STAGES
PRESCHOOL AND KINDERGARTEN (Three to Six Years)
A. Physical Characteristics:
1. Preschool children are extremely active. They have good control of their bodies and enjoy
activity for its own sake.
2. Because of their inclination toward bursts of activity, kindergartners need frequent rest
periods. They themselves often don’t recognize the need to slow down.
3. Preschoolers’ large muscles are more developed than those that control fingers and hands.
Therefore, they may be quite clumsy at, or physically incapable of, such skills as tying shoes
and buttoning coats.
4. Young children find it difficult to focus their eyes on small objects; therefore, their eye-hand
coordination may be imperfect.
6. Although the children’s bodies are flexible and resilient, the bones that protect the brain are
still soft.
7. Although boys are bigger, girls are ahead of boys in practically all other areas of
development, especially in fine motor skills, so don’t be surprised if boys are clumsier at
manipulating small objects.
8. Handedness is established in most children, and 90 percent are right-handed.
B. Social Characteristics:
1. Most children have one or two best friends, but these friendships may change rapidly.
Preschoolers tend to be quite flexible socially; they are usually willing and able to play with
most of the other children in the class. Favorite friends tend to be of the same sex, but many
friendships between boys and girls develop.
2. Playgroups tend to be small and not too highly organized; hence they change rapidly.
3. Younger children may play beside others; older ones with others. (Unoccupied behavior,
solitary play, onlooker behavior, parallel play, associative play, cooper-active play)
4. Quarrels are frequent, but they tend to be of short duration and quickly forgotten.
5. Preschoolers enjoy dramatic play; most of the plots they invent stem from their own
experiences or TV shows.
6. Awareness of sex roles is evident.
50
C. Emotional Characteristics:
1. Kindergarten children tend to express their emotions freely and openly. Anger outbursts are
frequent.
2. Jealousy among classmates is likely to be fairly common at this age, since kindergarten
children have much affection for the teacher and actively seek approval. When there are
thirty individuals competing for the affection and attention of just one, some jealousy is
inevitable.
D. Cognitive Characteristics:
1. Kindergartners are quite skillful with language. Most of them like to talk, especially in front
of a group.
2. Preschoolers may stick to their own rules in using language.
3. Competence is encouraged by interaction, opportunities, urging, limits, admiration, and signs
of affection.
PRIMARY GRADES (1, 2, and 3; Six to Nine Years)
A. Physical Characteristics:
1. Primary grade children are still extremely active. Because they are frequently required to
participate in sedentary pursuits, energy is often released in the form of nervous habits – for
example, pencil chewing, fingernail biting, hair twirling, and general fidgeting.
2. Children at these grade levels still need rest periods; they become fatigued easily as a result
of physical and mental exertion.
3. Large-muscle control is still superior to fine coordination. Many children, especially boys,
have difficulty manipulating a pencil.
4. Many primary grade pupils may have difficulty focusing on small print or objects. Quite a
few children may be far-sighted because of the shallow shape of the eye.
5. At this age children tend to be extreme in their physical activities. They have excellent
control of their bodies and develop considerable confidence in their skills. As a result, they
often underestimate the danger involved in their more daring exploits. The accident rate is at
a peak in the third grade.
6. Bone growth is not yet complete; therefore, bones and ligaments can’t stand heavy pressure.
51
B. Social Characteristics:
1. At this level children become somewhat more selective in their choice of friends. They are
likely to have a more or less permanent best friend and may also pick out a semi-permanent
―enemy‖.
2. Children during this age span often like organized games in small groups, but they may be
overly concerned with rules or get carried away by team spirit.
3. Quarrels are still frequent. Words are used more often than physical aggression, but many
boys (in particular) may indulge in punching, wrestling, and shoving.
C. Emotional Characteristics:
1. Primary grade pupils are sensitive to criticism and ridicule and may have difficulty adjusting
to failure.
2. Most primary grade children are eager to please the teacher.
3. Children of this age are becoming sensitive to the feelings of others.
D. Cognitive Characteristics:
1. Generally speaking, primary grade pupils are extremely eager to learn.
2. They like to talk and have much more facility in speech than in writing.
3. Because of their interpretation of rules, primary grade children may tend to be tattletales.
INTERMEDIATE GRADES (4, AND 5; Nine to Eleven Years)
A. Physical Characteristics:
1. A growth spurt occurs in most girls and starts in early-maturing boys. On the average, girls
between the ages of ten and fourteen are taller and heavier than boys of the same age.
2. As children approach puberty, concern and curiosity about sex are almost universal,
especially among girls.
3. Fine motor coordination is quite good; therefore, the manipulation of small objects is easy
and enjoyable for most children. As a result, arts and crafts and music activities are popular.
B. Social Characteristics:
1. The peer group becomes powerful and begins to replace adults as the major source of
behavior standards and recognition of achievement.
2. Between the ages of six and twelve, the development of interpersonal reasoning leads to
greater understanding of the feelings of others.
52
C. Emotional Characteristics:
1. Conflict between the group code and adult rules may cause difficulty, including juvenile
delinquency.
2. Behavior disorders are at a peak at the elementary grade level, but most children find their
own ways to adapt.
D. Cognitive Characteristics:
1. There are sex differences in specific abilities and in overall academic performance.
2. Differences in cognitive style become apparent.
MIDDLE SCHOOL (GRADES 6, 7, and 8; Eleven to Fourteen Years)
A. Physical Characteristics:
1. Most girls complete their growth spurt at the beginning of this period. A boy’s growth spurt;
however, usually is not completed before the eighth or ninth grade, and it may be precipitous.
Some boys add as much as six inches and 25 pounds in a single year.
2. Puberty is reached by practically all girls and many boys.
3. There is likely to be a certain amount of adolescent awkwardness – probably due as much to
self-consciousness as to sudden growth – and a great deal of concern about appearance.
4. Although this age period is marked by generally good health, the diet and sleeping habits of
many junior high students is poor.
B. Social Characteristics:
1. The peer group becomes the general source of rules of behavior.
2. The desire to conform reaches a peak during the junior high years.
3. Students are greatly concerned about what others think of them.
C. Emotional Characteristics:
1. Many adolescents may go through a period of ―storm and stress‖.
2. Crime rates are at a peak during the adolescent years, and vandalism may be a problem in
certain schools.
53
D. Cognitive Characteristics:
1. This is a transition period between concrete operational and formal thought.
2. This is a transition period between the moralities of constraint and cooperation.
3. Between the ages of twelve and sixteen, political thinking becomes more abstract, liberal,
and knowledgeable.
HIGH SCHOOL (Grades 9, 10, 11, and 12; Fifteen and Eighteen Years)
A. Physical Characteristics:
1. Most students reach physical maturity, and virtually all attain puberty.
2. Many adolescents experience confusion regarding sexual relationships.
3. Increased sexually activity among adolescents has led to high rates of illegitimate births and
sexually transmitted diseases.
B. Social Characteristics:
1. Parents are likely to influence long-range plans; peers are likely to influence immediate
status.
2. Girls seem to experience greater anxiety about friendships than boys.
C. Emotional Characteristics:
1. Toward the end of the secondary school years, girls may be more likely than boys to
experience emotional disorders.
2. The most common type of emotional disorder during adolescence is depression.
3. If depression becomes severe, suicide may be contemplated.
D. Cognitive Characteristics:
1. High school students become increasingly capable of engaging in formal thought, but they
may not use the capability.
2. Keep in mind that novice formal thinkers may engage in unrestrained theorizing, be
threatened by awareness of possibilities, and be subject to adolescent egocentrism.
Psychology Applied to Teaching; 6th Edition, Robert F. Biehler & Jack Snowman, Houghton
Mifflin Co., 1990, p. 98-142
54
CLASSROOM MANAGEMENT
Taken from: Wong, H. c. 1998. The First Days of School. Harry K. Wong Publications.
Mountain View: CA. pgs. 82-94 and 141-193.
WHO: You, the classroom teacher, are responsible for organizing a
well-managed classroom.
“You were not hired to teach third grade, coach football, or
teach English. You were hired to take a group of students and
turn them into interested and productive learners in a well-
managed classroom.” (p. 84)
WHEN: Begin on Day 1 and follow through on each subsequent
school day.
WHERE: Your personal classroom and wherever your students are in
your charge.
WHAT: Classroom management is everything a teacher does to
organize students, time, space, and materials, so that
instruction can take place.
Discipline constitutes student behaviors that need to be
taught.
Rules reflect the expectations of appropriate student behavior
and create a safe and protected environment.
Consequences and rewards are the logical results of the
choices people make. People must responsibly accept
consequences throughout their entire life.
Procedures are a method or process for how things are to be
done in a classroom. A procedure becomes a routine when
students begin to do it automatically.
WHY: Classroom management is the single most important factor in
governing student learning and determining teaching success!
HOW: Before you ever meet your students begin by determining
your classroom procedures. How do you want things done in
55
your classroom? What procedures need to be determined to
make things run efficiently?
Explain and demonstrate procedures.
Rehearse procedures until they become a routine.
Reinforce procedures and reteach them as needed.
Develop a discipline, your expectations of student behavior.
Communicate the rules (3-5 for optimum success) to parents
and students in verbal and written form.
Determine consequences and rewards that are logical results
of the choices students make.
Have all of this ready for the first day of school!
Be consistent in using procedures and enforcing
classroom rules. You get only what you demand.
Instructional Mentor Training
Jeanne Pfeiffer
56
NEEDS
BELONG POWER
(active kids will act out if need not met)
(passive kids will withdraw if need not met)
SAFE
FREEDOM FUN
Source: Control Theory by William Glasser – For additional information contact CTRTQM Institute as 22024 Lassen Street, Suite 118,
Chatsworth, CA 91311
57
POWER STATEMENTS VS GIVING CHOICES
BACKGROUND:
Giving a choice is a very useful behavior management technique. Some benefits
from giving choices are as follows:
1. A choice reduces the probability of a power struggle.
2. A choice will keep the student in the thinking mode. If the choice is presented
in the form of a question, it increases the probability of the student remaining in
the thinking mode.
3. A choice is a deposit in the ―Relationship Bank.‖
Some guidelines for giving choices are as follows:
1. Never give a choice that you don’t like.
2. Giving a choice seldom works when the student is in an emotional state.
3. When you offer the choice, you must be ready to make the decision if the
student doesn’t.
4. Bottom Line Behaviors are not choice issues.
The way you present the choice is a key factor in your successful use of choices as
a behavior management technique. Some things to keep in mind are as follows:
1. Relax.
2. Smile.
3. Use a calm voice.
4. Present the choice as a question if possible.
5. Give the student time and space after you present the choices. If you disengage
for a short period of time, you increase the probability that the student will
make the best choice.
CAUTION:
Giving a choice is a powerful and useful technique. However, it isn’t the best
technique for every situation. You need to evaluate every situation to determine if
it is a non-choice situation. A non-choice situation might be a time to use an
―enforcement statement.‖* The activity on the next page is designed to give you
some practice generating statements that give a choice.
* The concept of Enforceable and Unenforceable Statements comes from Jim Fay. For more information
contact the Cline/Fay Love and Logic Institute, Inc. 2207 Jackson Street, Golden, CO 80401 or call 1-
800-338-4065.
58
INSTRUCTIONS:
A number of behavior situations are described in column one. In column two you will find a power statement that could increase the
probability of a power struggle. Please write a statement giving a choice in column three for each of the power statements. Remember, a
Bottom Line Behavior is a non-choice situation. Write the word non-choice in column three for such a situation.
Behavior Situation Power Statement Choice Statement
1. A student is wasting time during work
―Get to work right now!‖
time.
2. A student is playing with a toy during
―Put it away right now!‖
class.
3. A student has a problem completing
―You better get it done right now!‖
his/her homework.
4. Two students are smoking in the
―You can’t smoke in school!‖
bathroom.
5. It is time to clean up for lunch. A number ―None of you will be going to lunch until this
of students are not helping with clean up. room is clean!‖
6. A student calls another student a ―butt
―You will apologize!‖
sniffer.‖
59
ENFORCEABLE AND UNENFORCEABLE
STATEMENTS*
BACKGROUND:
All disciplinary situations are different. Giving a student a choice is a very
powerful behavior management technique. However, giving a choice will not be
the best option in all situations. The ―enforceable‖ statement is a very useful
behavior management technique when you believe a choice isn’t an option. It is
very important to make ―enforceable‖ statements. Some adults get caught up in the
emotion of the situation and make an ―unenforceable‖ statement. The difference
between the ―enforceable‖ and the ―unenforceable‖ statement is as follows:
―Unenforceable‖ Statement – The adult tells the student what the student is going
to do or what the student can’t do. Example: ―You can’t yell at me like that!‖
―Enforceable‖ Statement – The adult tells the student what the adult is going to
do. ―I will listen when you lower your voice.‖
Some negative side effects of the ―unenforceable‖ statements are as follows:
1. Increased stress for the adult in charge.
2. Increased probability of a power struggle.
3. Students frequently refuse to comply with the ―unenforceable‖ statement.
―Unenforceable‖ statements violate the basic premise of control theory. Control
theory contends that you cannot control other people. Your attempts to control are
met with resistance and rebellion. Therefore, ―unenforceable‖ statements tend to
result in noncompliance, refusals, and power struggles.
It is non-productive to tell the student what he/she is going to do or what he/she
can’t do. It is more productive to tell the student what you are going to do.
You will increase your effectiveness in the process of making ―enforceable‖
statements if you keep the following tips in mind.
1. Relax.
2. Calm voice.
3. Respect the student’s space.
4. Give the student time to think after you make your statement.
The activity on the next page is designed to give you some practice generating
―enforceable‖ statements.
*The concept of Enforceable and Unenforceable Statements comes from Jim Fay. For more information
contact the Cline/Fay Love and Logic Institute, Inc. 2207 Jackson Street, Golden, CO 80401 or call
1-800-338-4065
60
INSTRUCTIONS:
A number of behavior situations are described in column one. These situations are followed by an unenforceable statement. Please write an
enforceable statement in column two for each of these situations.
Situation and Unenforceable Statement Enforceable Statement
1. A student is being sarcastic. ―You can’t talk to me like that!‖
2. Several students are very excited. They all want to talk at
once. ―I don’t want all of you talking at one time.‖
3. A student has several late assignments. ―You had better turn
your assignments in tomorrow.‖
4. Two students are having difficulty playing fair at recess.
―You had better play fair.‖
5. You ask the student to go to the counselor. The student
responds, ―I’m not going and you can’t make me.‖ You
respond, ―Get out now!‖
6. A student sharpens a pencil during instruction. ―You can’t be
at the pencil sharpener when I’m talking.‖
61
RESPONSIBILITY FOR BEHAVIOR
IDENTIFY THE PROBLEM
Be Empathetic – Be Sad - Be Caring – Be Gentle – Be Kind
GIVE RESPONSIBILITY WITH A QUESTION
How are you going to fix it?
How are you going to solve the problem?
What are you going to do about the problem?
OFFER HELP WITH A QUESTION (Only if needed)
Do you need help?
Would you like help?
Do you want an idea?
ASK THE CHILD TO EVALUATE THE IDEA
How would that work for you?
Do you think the idea would work for you?
CHILD SELECTS ACTION PLAN
What do you need to do?
What are you going to do?
Source: Corwin Kronenberg, 1993, For information, contact Corwin Kronenberg Consulting, Inc.
(952) 831-3619
62
Lee Canter’s Assertive Discipline
1. Create a Classroom Discipline Plan and Post it in Your Classroom
A. Establish Rules for Your Classroom
Choose rules that are observable
Choose rules that apply throughout the day
Include the rule ―Follow directions‖ in your classroom rules
Rules should be limited to five
Examples of some appropriate general classroom rules for different grade levels
Grades K-3 Grades 4-5
Follow directions Follow directions
Keep hands, feet, & objects to yourself Keep hands, feet, & objects to yourself
Do not leave the room without permission No swearing or teasing
No swearing or teasing Be in your seat when the bell rings
No yelling or screaming Bring all necessary materials to class
Grades 7-12
Follow directions
No swearing or teasing
Be in your seat when the bell rings
B. Determine Positive Reinforcement for Your Classroom
Praise
Positive Notes and Phone Calls
Special Privileges (Free time, extra computer time, correcting papers, special art activity,
first in line, caretaker of the class pet, teacher’s assistant, class monitor, cross-grade tutor,
read to kindergarten class, share something brought from home)
Behavior Awards
Tangible Rewards
C. Determine Disciplinary Consequences for Your Classroom
Must be something student does not like
Must be presented to student as a choice
Does not have to be severe to be effective
Should be organized into a discipline hierarchy (if appropriate, include calling
parents, sending the student to the principal, and a severe clause)
Examples of some appropriate discipline hierarchies for different grade levels
Grades K-3 Grades 4-5
1st time: Warning 1st time: Warning
nd
2 time: 5 min. working away from group 2nd time: 10 min. working away from group
rd
3 time: 10 min. working away from group 3rd time: 15 min. working away from group
4th time: Call parents 4th time: Call parents
th
5 time: Send to principal 5th time: Send to principal
Severe clause: Send to principal Severe clause: Send to principal
Grades 7-12
1st time: Warning
2nd time: Stay in class 1 minute after the bell
3rd time: Stay in class 2 minutes after the bell
4th time: Call parents
5th time: Send to principal
63
Severe clause: Send to principal
64
CLASSROOM RULES
1. _____________________________________
2. _____________________________________
3. _____________________________________
4. _____________________________________
5. _____________________________________
POSITIVES
1. _____________________________________
2. _____________________________________
3. _____________________________________
4. _____________________________________
5. _____________________________________
CONSEQUENCES
1. _____________________________________
2. _____________________________________
3. _____________________________________
4. _____________________________________
5. _____________________________________
65
6. _____________________________________
LEE CANTER’S ASSERTIVE DISCIPLINE
66
Behavior Documentation Record
Make copies of this page to use throughout the year.
Student Name Date/Time Place Problem Behavior Disciplinary Action Taken
67
End-of-the-Year Checklist
Now that the year is closing, take a few minutes I Taught the Classroom Discipline Plan
to assess how well you used Assertive I carefully explained the rules, positive
Discipline to manage behavior in your class. Use reinforcement, and disciplinary
the results to develop an even better program for consequences to the students.
next year.
I questioned the students to be sure they
Indicate: A=Always, S=Sometimes, R=Rarely understood the plan.
I Assumed an Assertive Attitude I reviewed the plan periodically to remind
I felt in control of my classroom. the students what was expected of them.
I stayed calm whenever students I Clearly Communicated the Rules and I Used Redirecting Techniques
misbehaved (I did not yell or become Specific Directions I consistently redirected students who
hostile). I communicated my expectations to students strayed off task and were not disruptive.
I Developed a Classroom Discipline Plan at all times. I Provided Disciplinary Consequences
The classroom discipline plan was posted in My students knew what was expected of I consistently provided consequences when
my classroom. them at all times. students were disruptive or continually off
The classroom discipline plan included I communicated to students in a clear, firm, task.
rules, positive reinforcement, and a and caring manner. I consistently followed through on the
hierarchy of consequences. I Used Positive Recognition consequences promised.
I followed the plan closely. I positively recognized every student once a I provided consequences in a calm,
I changed the plan when it wasn’t working. day. assertive manner.
I developed individualized behavior plans I used praise frequently. I changed the consequences when they
for chronically disruptive students. weren’t effective.
I used positives that students liked and
I informed the principal of the classroom looked forward to receiving.
discipline plan. I changed the type of reinforcement I used If you find that you are weak in one particular
I informed the parents of the classroom when it wasn’t effective in motivating area, review the new and revised Assertive
discipline plan. students to behave. Discipline text and workbooks.
I provided a copy of the classroom I changed the positive ideas periodically
discipline plan for substitute teachers.
68
Individual Plans for Students
Pro-Active Strategies:
procedures and routines that are specific and clear
clear behavioral expectations
cuing systems
consistency
Cantor’s 3 weeks/33 weeks ratio
fair does not mean equal
maintain rapport
communication with parents, introductory calls and letters
―Reactive‖ Strategies:
never give up
maintain rapport
refer to Harry Wong—reinforce procedures and routines—classroom ―tune-up‖
location, location, location—sometimes ―near the teacher‖ isn’t always the best
calls or notes to parents
notebooks
report charts broken down into small parts of the day for a better chance of success
classroom based plans should be positive and supportive and specific
modifications (homework and other requirements)
the appropriate use of educational assistants and support staff
―this isn’t’ working for either of us‖ and ―we’re going to problem solve our way through
this‖
69
Response to Intervention (RTI)
A systematic and data based method of identifying, defining, and
resolving student’s academic and behavioral difficulties.
The RTI committee has worked together, looking at national models, state
models, best practices, and recommendations from the US Dept. of Education.
This is an accumulation of this data.
WHY RTI?
An extension of No Child Left Behind and a component of IDEA.
Produce better outcomes for all children specifically focused on reading,
mathematics, written language, and behavior.
Multi-tier of instruction and intervention options.
Emphasis on prevention and early intervention.
Keep in mind equity of instruction and intervention!
WI DPI Preliminary
Defined: RTI is the practice of providing high quality instruction/intervention, matched to
student needs, and using learning rate over time and level of performance
to make important educational decisions (Batsche, 2005).
Goals: Early intervention and prevention to enhance outcomes for children by
providing access to increasingly intense supports, eliminating the “wait to fail”
system, and linking instruction to progress monitoring.
Multi-tiered instruction/intervention
Problem Solving Process
Integrated data collection and analysis system
Includes all systems (regular, remedial, special education) to develop a UNIFIED
EDUCATIONAL SYSTEM within schools and districts.
Five Essential Components
1. Universal Screening
2. Evidenced based Instruction
3. Evidenced based Interventions
4. Progress Monitoring
5. Intervention Integrity
Tier 1 General Education Curriculum 80% of students should be successful.
70
All students are screened
Progress towards benchmarks monitored at least three times per year
Elementary: screenings should focus on reading, math, written language,
and Behavior
Secondary: broader range of skills and behaviors (for now)
Establish classroom intervention plan
Begin progress monitoring
Weekly for six weeks
Check rate of growth – determine if additional or different intervention is
needed, if so move to Tier 2 intervention.
Tier 2 Students who are not meeting benchmarks. 10-15% should respond
rapidly.
Intensive and specific instruction
Typically small group
Data collected more frequently
Intensity and duration of intervention emphasized
Tier 3 Most Intensive. State is looking at 4%.
Interventions may be individual, occurring daily and on-going
May take place in regular education, ELL, or special education
Problem-solving team is monitoring the effectiveness of individualized
interventions and adapting as needed
Evaluation/specialized assessment may drive interventions
Focus on intensity and duration, not who or what
71
POLICIES OF THE BOARD OF EDUCATION 5144.4
STUDENTS
ELEMENTARY AND SECONDARY
WELFARE
DISCIPLINE
CODE OF CLASSROOM CONDUCT
It is the policy of the Sheboygan Area School District to establish and maintain a
favorable learning environment for students and staff. Effective learning cannot take
place in a class where student behavior interferes with the ability of the teacher to
teach effectively or the ability of other students to participate in class learning activities.
Students shall be expected to abide by the code of classroom conduct adopted by the
Board for the purpose of maintaining order and a favorable academic atmosphere. Any
student who violates the code of classroom conduct or other District policies, rules, and
expectations set forth in the Rights and Responsibilities Student Handbook is subject to
removal from class and/or disciplinary action.
The District recognizes and accepts its responsibilities to create, foster, and maintain
an orderly and safe class environment, conducive to teaching and to the learning
processes. Every member of the school community is expected to cooperate in this
central mission.
Legal Reference: State Statute 118.164 and 120.12 as of 8/1/99
BOARD OF EDUCATION
Policy Adopted: May 11, 1999 Sheboygan Area School District
WRH:lak 830 Virginia Avenue
Sheboygan WI 53081
72
POLICIES OF THE BOARD OF EDUCATION 5144.3 (a)
STUDENTS
ELEMENTARY AND SECONDARY
WELFARE
DISCIPLINE
STUDENT CONDUCT IN SCHOOL NEIGHBORHOOD AREAS
The terms of Section 118.01 of the Wisconsin Statutes require the Board to provide an
instructional program attaining a series of goals including that of providing students with an
understanding of the duties and responsibilities of citizenship. School District high school and
middle school are located within residential neighborhoods throughout the community. Acts of
student misconduct within the community in the course of and contemporaneous with the school
day, to include vandalism, littering, disorderly conduct, underage smoking, and acts which are
intended to or which in fact threaten or intimidate other citizens, are inconsistent with the School
District educational goal related to the duties and responsibilities of citizenship.
It is the policy of the Sheboygan Area school District that thirty minutes prior to the
commencement of academic classes at the school identified below; throughout the student day,
to include the designated student lunch period; and fifteen minutes after the end of the last
academic class period of each day, students may not loiter within the following school
neighborhood areas:
Sheboygan North High School
Primary School Neighborhood Area:
A. The municipal sidewalk, public right-of-way, and all privately owned property adjacent to
the south side of School Avenue from 12th Street on the west to 10th Street on the east.
B. The municipal sidewalk, public right-of-way, and all privately owned property adjacent to
the east side of 10th Street from School Avenue on the south to Grand Avenue on the
north.
C. The municipal sidewalk, public right-of-way, and all privately owned property adjacent to
the north side of Grand Avenue from 10th Street on the east to 12th Street on the west.
Sheboygan South High School
Primary School Neighborhood Area:
A. The municipal sidewalk, public right-of-way and all privately owned property adjacent to
the east side of 12th Street from Wilson Avenue on the north to Washington Avenue to
the south.
73
5144.3 (b)
B. The municipal sidewalk, public right-of-way and all privately owned property adjacent to
the south side of Washington Avenue from 12th Street on the east to 15th Street on the
west.
C. The municipal sidewalk, public right-of-way and all privately owned property adjacent to
the south side of Wilson Avenue from 12th Street on the east to 15th Street on the west,
including the property of the Early Learning Center and Norwest Bank property.
Riverview School
Primary School Neighborhood Area:
A. The municipal sidewalks, public right-of-way and privately owned property adjacent to
the south side of Virginia Avenue.
B. The municipal sidewalks, public right-of-way and privately owned property adjacent to
the west side of Water Street between Jefferson Street and Virginia Avenue and
adjacent to all of Water Street south of Virginia Avenue.
C. The municipal sidewalks, public right-of-way and privately owned property adjacent to
New Jersey Avenue between Water Street and 8th Street.
D. The alley adjacent to the east side of the Central Office Building and all parking areas
north of the Central Office Building and south of 9th Street.
E. The municipal sidewalks, public right-of-way and privately owned property adjacent to
Jefferson Avenue from Water Street to 8th Street.
Farnsworth Middle School
Primary School Neighborhood Area:
A. The municipal sidewalk, public right-of-way on privately owned property adjacent to the
north side of Union Avenue between 9th and 12th Streets.
B. The municipal sidewalk, right-of-way and privately owned property adjacent to the east
side of 10th Street between Union Avenue and Ashland Avenue.
C. The municipal sidewalk, public right-of-way and privately owned property adjacent to the
west side of 11th Street between Union Avenue and Ashland Avenue.
D. The municipal sidewalk, public right-of-way and privately owned property adjacent to the
south side of Ashland Avenue between 9th and 12th Streets.
Urban Middle School
Primary School Neighborhood Area:
74
5144.3(c)
A. North Avenue between 12th Street and 13th Street, including the roadway, median,
municipal sidewalk, public right-of-way, and all privately owned property adjacent to the
south side of North Avenue.
B. 12th Street from North Avenue to School Avenue, including the roadway, municipal
sidewalk, public right-of-way, and all privately owned property adjacent to the east side
of 12th Street.
C. 13th Street between North Avenue and School Avenue, including the roadway, municipal
sidewalk, public right of way, and all privately owned property adjacent to the west side
of 13th Street.
For purposes of the policy, the word “loitering” is defined as:
“To congregate, wander, stroll, stand, play, delay, linger aimlessly, or idle about within a
school neighborhood area, either on foot or in or on any conveyance being driven or
parked therein, without a lawful purpose for being present, unless accompanied by a
parent, guardian, or other adult person having care, custody or control of the student.
Loitering does not include direct movement through a school neighborhood area when
traveling to and from school.
Students who loiter within a designated primary school neighborhood area during the
designated time periods set forth above, are subject to school disciplinary action as described
below.
Students who engage in acts of misconduct within a designated primary or secondary school
neighborhood area during the time period thirty minutes prior to the commencement of
academic classes, throughout the student day, to include the designated student lunch period;
and fifteen minutes after the end of the last academic class period of each day, and who are
referred to school authorities as a consequence, are subject to school discipline action as
described below. Acts of misconduct include but are not limited to:
1. Vandalism.
2. Littering.
3. Disorderly Conduct.
4. Underage smoking.
5. Acts which are intended to threaten or intimidate citizens within the community or which
have this effect.
6. Any act which is violative of or subject to penalty under the Wisconsin Statutes or local
ordinance.
Students may be referred to school authorities as the result of misconduct within a designated
primary or secondary school neighborhood area through being returned to the school campus
by law enforcement authorities, receiving a municipal ordinance citation or being convicted
thereof, being charged with or convicted of a crime, or through a specific report of complaint by
an eyewitness.
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5144.3 (d)
The standard of proof to be applied in determining that a student has engaged in misconduct
within a primary or secondary school neighborhood area will be the same as that applied when
suspending a student from school.
The designated secondary school neighborhood areas are:
Sheboygan North High School
Secondary School Neighborhood Area:
The area bounded by 8th Street from North Avenue to Mayflower Avenue, 8th Street to 9th Street
on Mayflower Avenue, 9th Street from Mayflower Avenue to Pershing Avenue on the east;
Pershing Avenue from 9th Street to 12th Street on the north; 12th Street from Pershing Avenue to
Columbus Avenue, Columbus Avenue from 12th Street to 13th Street, 13th Street from Columbus
Avenue to Grand Avenue, Grand Avenue from 13th Street to 10th Street, 10th Street from Grand
Avenue to School Avenue, School Avenue from 10th Street to 12th Street, 12th Street from
School Avenue to North Avenue on the west; and North Avenue from 12th Street to 8th Street on
the south; as well as Mayflower Avenue from 13th Street to Lakeshore Road, Lakeshore Road
from Mayflower Avenue to School Avenue, School Avenue from Lakeshore Road to 13th Street
and 13th Street from School Avenue to Mayflower Avenue.
Sheboygan South High School
Secondary School Neighborhood Area:
The area bounded by 11th Street on the east, Humboldt Avenue on the north, Hickory Street on
the west and Parkwood Boulevard on the south.
Riverview School
Secondary School Neighborhood Area:
The area bounded by 9th Street on the west, the Sheboygan River on the south and east and
Pennsylvania Avenue on the north.
Farnsworth Middle School
Secondary School Neighborhood Area:
The following alleys and all privately owned property adjacent to the alleys:
A. Connecting 9th and 10th Street between Union Avenue and Ashland Avenue.
B. Connecting 11th and 12th Street between Union Avenue and Ashland Avenue.
C. Connecting Union Avenue and Dillingham Avenue, between 10th and 11th Street.
76
5144.3 (e)
Urban Middle School
Secondary School Neighborhood Area:
The area bounded by Grand Avenue on the north, 15th Street on the west, Martin Avenue and
Los Angeles Avenue on the south and 10th Street on the east.
The following forms of school discipline, as applicable, may be imposed by the school principal,
or designee, as a consequence of violation of this policy and any implementing school rules:
1. Detention.
2. In-school suspension.
3. Saturday school.
4. Forfeiture of the open campus privilege, to include the privilege to leave school
during the student lunch period.
Students who fail to serve or who violate the terms of a school disciplinary action, imposed
under the terms of this policy or an implementing school rule, are subject to suspension from
school. Repeated violation of this policy and/or an implementing school rules is a basis for
expulsion from the school of the Sheboygan Area School District.
Policy Adopted: November 18, 1997 BOARD OF EDUCATION
WRH:lak Sheboygan Area School District
830 Virginia Avenue
Sheboygan, WI 53081
77
RULES OF THE BOARD OF EDUCATION 5144.4(a)
STUDENTS
ELEMENTARY AND SECONDARY
WELFARE
CODE OF CLASSROOM CONDUCT
A teacher's primary responsibility is to maintain an appropriate educational environment for the
class as a whole. Therefore, not withstanding the provisions of this Code, in every circumstance
the teacher should exercise his or her best judgment in deciding whether it is appropriate to
remove a student from class.
The Board believes that the most effective discipline takes place in the classroom at the time
the incident occurs. Each teacher is expected to avail himself/herself of every opportunity to
emphasize student responsibility for respecting constituted authority and the rights of others.
This disciplinary procedure shall be accomplished through a progressive behavior management
system.
This code of classroom conduct applies to all students in grades kindergarten through 12.
I. Behavior that Warrants Removal of a Student from Class
A. Behavior that is dangerous, disruptive, unruly, or interferes with the ability of the
teacher to teach effectively. This type of behavior includes the following:
• inappropriate physical contact intended or likely to hurt, distract or annoy
others, such as hitting, biting, pushing, shoving, poking, pinching or grabbing;
• inappropriate verbal conduct intended or likely to upset, distract or annoy
others, such as name calling, teasing or baiting;
• behavior that may constitute any form of harassment; (see District Policy
5146.1, Harassment of Students)
• repeated or extreme inappropriate verbal conduct likely to disrupt the
educational environment, particularly when others are talking (e.g. lecture by
teacher, response by other students, presentation by visitor) or during quiet
(study) time;
• throwing any object, particularly one likely to cause harm or damage, such as
books, pencils, scissors, etc;
78
5144.4(b)
• inciting other students to act inappropriately or to disobey the teacher or
school or class rules, including, without limitation, inciting others to walk out;
• destroying the property of the school or another student; or
• loud, obnoxious, or outrageous behavior.
B. Behavior that violates the behavior rules and expectations as outlined in Student
Handbooks for individual schools.
C. Behavior, which interferes with the ability of the teacher to teach effectively. By
way of example and without limitation, a student may be removed for behavior,
which constitutes:
• open defiance of the teacher, manifested in words, gestures or other overt
behavior;
• open disrespect of the teacher, manifested in words, gestures, or other overt
behavior; or
• other behavior likely or intended to sabotage or undermine the instruction.
D. Behavior, which is inconsistent with the class decorum and the ability of others to
learn. Such behavior may include, without limitation, sleeping in class, blatant
inattention, or other overt or passive refusal or inability to engage in class
activities.
E. Behavior that violates the District’s policies on suspension and expulsion.
II. Definitions
Under this code, any student may be removed from class by a teacher of that class. For
the purpose of this Code, “student” means any student enrolled in the District, exchange
student, or student visitor to the District’s schools.
For the purposes of this code, a “class” is any class, meeting or activity, which students
attend, or in which they participate while in school under the control or direction of the
District. This definition of “class” includes, without limitation, regular classes, special
classes, resource room sessions, labs, library time, counseling groups, assemblies,
study halls, lunch, or recess. “Class” also includes regular scheduled District sponsored
extracurricular activities, either during or outside of school hours. Such activities include,
by example and without limitation, District sponsored field trips, after school clubs, and
sporting activities.
79
5114.4(c)
A “teacher of that class” means the regularly assigned teacher of the class, or any
teacher assigned to teach, monitor, assist in or oversee the class. A “teacher” is any
certified instructor, counselor, nurse, or administrator in the employment of the District.
This definition includes, without limitation, any assigned substitute teacher, proctor,
monitor, or group leader, and educational assistant under the direction of a teacher.
Where there is more than one teacher in a class, any teacher may remove a student
from that class, upon informing the other teacher(s) of his/her intent to do so. It is
advisable, though not absolutely required, that all teachers of a class consent to the
removal of the student.
A “building administrator” means a principal of a school, or other individual duly
designated by the building administrator or District Administrator.
III. Procedures for Removing a Student from Class
Except where the behavior is extreme, a teacher should generally warn a student that
continued misbehavior may lead to removal from class. When the teacher determines
that removal is appropriate, the teacher should take one of the following courses of
action:
A. instruct the student to go to the main office for that period of removal. In such
case, the teacher should send a note with the student and/or call the office;
B. obtain coverage for the class and escort the student to the main office; or
C. seek assistance from the main office or other available staff. When assistance
arrives, the teacher or the other adult should accompany the student to the main
office.
When a student is removed from class, the teacher shall send the student to the building
principal or designee and inform him/her of the reason for the student’s removal from class.
Documentation of the incident shall be given to the building principal or designee within 24
hours of the student’s removal from class.
The principal shall inform the student of the reason(s) for the removal from class and shall allow
the student the opportunity to present his/her version of the situation. The principal shall then
determine the appropriate educational placement for the student who has been removed from a
class by a teacher.
The parent/guardian of a minor student shall be notified of the student’s removal from class as
outlined below.
80
5144.4(d)
IV. Placement Procedures (short and long term removal)
Short term removal is a serious matter, and should not be taken lightly either by the teacher or
student. In most cases, a student shall remain in an alternative placement for at least the
duration of the class or activity from which she or he was removed.
Long term removal is an extremely serious step, which should not be undertaken hastily or for
less than compelling reasons. Long-term removal should not be considered or implemented
except after thorough consultation with teachers, parents, the building principal or designee, and
other appropriate District staff. Long-term removal may result in the placement of the student in
an alternative education program defined by law.
The building principal or designee shall place a student who has been removed from a class by
a teacher in one of the following alternative educational settings:
A. another class in the school or another appropriate place in the school;
B. another instructional setting with appropriate adult supervision; or
C. an alternative education program as defined by law.
An instruction program approved by the school board that utilizes successful alternative or
adaptive school structures and teaching techniques and that is incorporated into existing
traditional classrooms or regularly scheduled curriculum programming.
Note: This list may not include all placement options available at individual schools.
After weighing the interests of the removed student, the other students in the
class and the teacher, the principal or designee may determine that readmission
to the class from which the student was initially removed is the best or only
alternative.
When making placement decisions, the building principal or designee shall consider the
following factors:
• the reason the student was removed from class and the severity of the
offense;
• the type of placement options available for the student in that particular
school and any limitations on such placements;
• the student’s individual needs and interests;
• the estimated length of time for the placement (i.e., remainder of the class
period versus school day);
• whether the student has been removed from a teacher’s class before (repeat
offender); and
81
5144.4(e)
• the relationship of the placement to any disciplinary action (e.g., if the
student’s suspension from school is required as a result of the student’s
conduct).
The principal or designee may consult with other appropriate school personnel as the principal
or designee deems necessary when making or evaluating placement decisions. All placement
decisions shall be made consistent with established Board policies and in accordance with state
and federal laws and regulations.
V. Parent/Guardian Notification Procedures
The parent/guardian of a minor student shall be notified of a student’s placement in an
alternative educational setting as outlined below.
A. The building principal or designee shall notify the parent/guardian of a minor
student, in writing, when a teacher has removed a student from a class. This
notification shall include the reasons for the student’s removal from class and the
placement decision involving the student. The notice shall be given as soon as
practicable after the student’s removal from a class and placement
determination.
B. If the removal from class and change in educational placement involves a
student with a disability, parent/guardian notification shall be made consistent
with state and federal laws and regulations.
C. If the student removed from a class is also subject to disciplinary action for the
particular classroom conduct (i.e., suspension or expulsion), the student’s
parent/guardian shall also be notified of the disciplinary action in accordance with
legal and policy requirements.
Note: Irrespective of the guidelines above, the building principal or designee will attempt
to contact, by telephone, the parent/guardian regarding a student’s removal from class
when it is deemed appropriate and necessary.
VI. Removal of Students Identified as Disabled under the IDEA
Students identified as requiring special educational services under the IDEA or Section
504, in general, may be removed from class under the same terms and conditions as
non disabled student. Some students covered under the IDEA should have a behavioral
plan, which will address:
A. whether and to what extent the student should be expected to conform to the
behavioral requirements applicable to non-disabled students; and
B. alternative consequences or procedures for addressing behavioral issues.
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5144.4(f)
VII. Dissemination of Code of Classroom Conduct to Parent/Guardians and Students
This policy and rule will be disseminated to all students and families at the beginning of
each new school year. (See Exhibit 5144.4) In addition, this Code shall be discussed
with students early in each new school year.
Rule Adopted: May 11, 1999 BOARD OF EDUCATION
WRH:lak Sheboygan Area School District
830 Virginia Avenue
Sheboygan WI 53081
83
Department of Student and Instructional Services
Sheboygan Area School District Exhibit 5144.4
Code of Classroom Conduct
Name of School ________________________
Student’s Name ________________________
Dear Parent/Guardian:
Students, parent(s)/guardian(s), teachers, counselors, administrators and our support staff all
have important roles to play in our schools. With so many people working together, student
behavior problems can occur from time to time. The Code of Classroom Conduct was
established to assure that effective learning takes place in our schools. In addition, the Code
of Classroom Conduct is outlined in the Rights and Responsibilities Handbook for Students. It
is extremely important that both you and your child take time and read Policy and Rule
5144.4, Code of Classroom Conduct.
Since lifelong success depends in part on self-discipline it is critical that we provide every
student an opportunity to learn in a positive, nurturing classroom environment. Your child
deserves the most positive educational climate possible for his/her growth.
The Code of Classroom conduct allows teachers to remove students from class for specific
behaviors outlined in the Code. Removal from class could also result in a student’s alternative
educational placement in school or an out-of-school suspension.
Your signature below indicates that you have received the Code of Classroom Conduct. We
are asking that you sign the bottom portion of this letter and return it to school within five
school days.
If you have any questions regarding this letter, please do not hesitate to contact your child’s
school principal.
----------------------------------------------------------------------------------------------------------------------
Code of Classroom Conduct
(Return to school within five school days)
My signature below confirms that I have received the Sheboygan Area School District’s Code
of Classroom Conduct.
/ /
Parent/Guardian Signature Date Student Signature Date
/
Parent/Guardian Signature Date
Exhibit Adopted: May 11, 1999 BOARD OF EDUCATION
WRH:lak Sheboygan Area School District
830 Virginia Avenue
Sheboygan, Wisconsin 53081
84
POLICIES OF THE BOARD OF EDUCATION 6154
INSTRUCTION
ELEMENTARY AND SECONDARY
INSTRUCTIONAL ARRANGEMENTS
HOMEWORK
Definition. Homework is a learning activity to be conducted by students outside of the regular
classroom setting and scheduled under guidelines provided by teachers. It is an integral part of
the instructional process and important to the total educational development of students. It
should be a positive, meaningful learning experience.
Purpose. Through the grades homework should be designed to reinforce classroom learning, to
provide appropriate applications of classroom learning, to develop study and work habits, to use
family and community resources for learning, to promote problem-solving and creativity, to
develop independent learning skills, and to promote an interest in life-long learning.
Schedule. Appropriate purposeful homework should be scheduled through the grades under the
following guidelines to develop student responsibility and study skills through the years.
K-1 Periodic activities
2-3 Average of 10-20 minutes per school day
4-5 Average of 20-40 minutes per school day
6-7 Average of 40-60 minutes per school day
8-9 Average of 60-90 minutes per school day
10-12 Average of 90-150 minutes per school day
Within these guidelines, it is recognized that the actual length and nature of homework will vary
with the ability of the student, the requirements of various subjects, and the pattern of
instructional activities.
Implementation. The administration and staff shall develop district and school guidelines for
homework, provide parents with information and suggestions on effective homework, and
develop student homework and study skills.
Policy Adopted: November 17, 1964 BOARD OF EDUCATION
Policy Revised: May 17, 1988 Sheboygan Area School District
GPL: ams 830 Virginia Avenue
Sheboygan, WI 53081
85
RULES OF THE BOARD OF EDUCATION 6154 (a)
INSTRUCTION
ELEMENTARY AND SECONDARY
INSTRUCTIONAL ARRANGEMENTS
HOMEWORK GUIDELINES
1. Definitions.
Homework is any assignment or learning activity for students to do outside of the regular
class under guidelines and directions provided by teachers. It is related to classroom
instruction and is an integral part of the learning process. It may include completion or
continuation of in-class assignments or activities. It provides practice, application, and
extension of, and preparation for, schoolwork.
2. Purposes.
Through the grades homework should be designed to reinforce classroom learning, to
provide useful applications of classroom learning, to review and prepare for classroom
instruction, to develop good study and work habits, to use family and community resources
for learning, to promote problem-solving and creativity, to develop independent learning
skills, to enrich and extend learning experiences, to strengthen home-school cooperation to
support student learning, and to promote an interest in life-long learning.
3. Types of Homework.
Teachers should use a variety of types of homework to suit student needs and learning
situations, to maintain interest in learning, and to develop a pattern of independent study.
a. Independent Practice. Students do added practice to further develop or master skills and
knowledge newly introduced in the classroom. To be effective, independent practice
homework should be preceded by in-class instruction and guided practice, requires clear
directions, suits students' ability and success levels, and should be checked promptly.
For students who have already achieved mastery, application or extension homework
should be assigned instead to avoid needless repetition.
b. Application. Students use skills and knowledge from the classroom in new situations or
to solve problems new to them. To be effective, application homework should be
preceded by similar in-school tasks, requires clear task or problem statements, applies
recent learning directly and personally, includes varied levels of difficulty to suit student
ability, and should be evaluated carefully and promptly.
c. Preparation. Students study new content, review content, or complete assignments on
their own in preparation for future classroom activities by using textbooks, study guides,
workbooks, other readings or media, reference materials, library resources, or activities
organizing or collecting information. To be effective, preparation homework should have
a clear purpose, needs clear directions, suits students' ability levels, and should be used
promptly as scheduled in classroom activities and evaluation.
6154 (b)
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d. Extension. Students engaged in projects, inquiry, or independent learning activities that
take them beyond work done in class with collections, original products, research, work
experience, community service, etc. To be effective and support and student
involvement in the planning, implementation, and evaluation.
4. Scheduling guidelines. The following are guidelines for introducing and developing
homework patterns through the grades.
Grades Average Homework per School Day
K-1 Periodic activities
2-3 10 to 20 minutes
4-5 20 to 40 minutes
6-7 40 to 60 minutes
8-9 60 to 90 minutes
10-12 90 to 150 minutes
It should be recognized that time required to complete homework varies with student ability
and pace. Also, in grades eight through twelve homework requirements will vary with the
type and number of courses that students elect.
Elementary school homework should include independent practice, application, and
extension assignments. Preparation assignments should be phased in middle school and
increased in high school. At all levels, the type of homework used should be varied to suit
students and content and to keep students interested.
In addition to assigned homework, daily out-of-school academic enrichment activities should
be encouraged. Enrichment activities may be done to fill in the homework time when
homework is completed or is not scheduled.
5. Enrichment Activities. Students take part in out-of-school learning activities in which they are
interested at home, in the community, or in school co-curricula’s, such as reading with the
family, word games, clubs or organizations, hobbies, and student activities. Enrichment is
student and family selected and is not assigned homework, but it provides personal use and
enjoyment of what is learned in school and motivates students to learn more.
Academic enrichment activities should be encouraged through the grades, beginning with
family reading, word, games, puzzles, and the like in kindergarten. School suggestions for
parents, incentive programs, cooperation with community organizations, co-curricular
activities, and recognition should develop enrichment along with homework.
6. Cautions. To make homework a productive experience, it should not be associated with
punishment. It should avoid busy work and unnecessary repetition. It should be coordinated
among teachers and limited in length so it does not become a burden.
6154 (c)
7. Role of the Principal:
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a. Establish with faculty school wide guidelines and procedures for homework under this
rule.
b. Inform parents of school homework guidelines and give them suggestions for family
support of homework.
c. Report to faculty parent and student feedback on homework and academic enrichment
activities.
d. Work with faculty to prevent and/or deal with problems in student homework loads and
schedules.
8. Role of the Teacher:
a. Inform students and parents of expectations and suggestions for homework.
b. Meaningfully and clearly relate homework to the classroom instruction.
c. Provide clear, specific directions for homework and check student understanding of
them.
d. Provide appropriate classroom instruction and guided practice for independent practice
and application homework.
e. Provide instruction, practice, and feedback with study techniques required for
preparation and extension homework.
f. Check, acknowledge, or use all homework and provide prompt feedback to students.
g. Schedule longer-term homework with sufficient advance notice and time to complete
tasks.
h. Coordinate homework schedules with other faculty and with other school, community,
and family activity.
i. Match homework to student abilities and interest as much as possible.
j. Encourage academic enrichment activities out of school in addition to homework or in
place of homework when it is completed or unnecessary.
k. Use a variety of homework types and activities to build student motivation.
l. Recognize that situations sometimes prevent completion of homework, but contact
parents about repeated neglect of homework.
m. Consider formal and informal student feedback on homework experiences.
6154 (d)
9. Recommendations for Parents. Parents should be informed of guidelines and expectations
for homework. They should be informing if student homework does not meet standards or is
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not completed. They should be provided information on effective homework study
techniques and habits:
a. Provide a place for study that has favorable conditions and minimal possibility of
distraction or interruption.
b. Help the student set aside time for homework every day and to use that time consistently
for homework or learning enrichment.
c. Help student schedule long-term assignments, projects, or test preparation with some
work each day or week listed on a calendar.
d. Encourage the student to do a good job and complete each assignment.
e. Express and show interest in homework by knowing what the student is doing and
praising good work and good study habits. Focus comment and praise on the task and
what is learned.
f. Encourage independent work and assist only as necessary
g. Remind the student to seek and schedule make-up work after an absence from school.
h. If there is a problem with homework, contact the teacher, counselor, or principal by
telephone of with written note.
i. Schedule enjoyable learning enrichment activities as well as homework. Enrichment
activities include reading together, word games, and story telling for younger children
and reading for pleasure, family journals, hobbies, club memberships, and co-curricular
activities for older students.
j. Be a model for learning with your own personal development and enrichment schedule,
which you discuss and share with your children.
k. Provide a family schedule in which homework, enrichment, recreation, special activities,
and leisure all have an important place.
10. Guidance for Students. Students should be provided instruction and guidance for homework
by teachers to develop the following homework and study techniques through the years.
a. Know homework expectations and record assignments and due dates in a notebook.
b. Pay attention to homework directions and ask for explanations if assignments are not
clear.
c. Set your own learning goals for each assignment.
d. Schedule and use a certain time for homework each day.
6154 (e)
e. Plan completion of long-term assignments in steps by scheduling parts on a calendar.
f. Do self-evaluations on learning goals and schedules for each assignment.
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g. Develop a note-taking system for important learning.
h. Review important learning from homework and classes regularly.
i. Have a suitable place for study with study materials and resources handy.
j. If absent or behind schedules, discuss and plan make-up work with the teacher.
k. Ask parents and teachers for clarification and assistance with homework when it is
needed.
l. Keep yourself responsible for reaching learning goals.
BOARD OF EDUCATION
Rule adopted: May 17, 1998 Sheboygan Area School District
GPL:ams 830 Virginia Avenue
Sheboygan, Wisconsin 53081
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OCTOBER
Monthly Instructional Mentor Checklist
Discuss:
AODA/SAP (pg. 102-103)
PACE Student Nomination Form (pg. 104-105)
Special education referral terminology/procedures (pg. 106-110)
Staff development
Reading/Language Arts Folder (pg. 106-109)
Grade Advancement for Kindergarten through 8th Grade (pg. 123)
Prepare for parent/teacher conferences (pg. 89-92)
Mentee observes mentor and other colleagues (pg. 183-211)
Review items from August list that are appropriate
Meeting with principal to discuss mentor program
Review Points to Ponder (pg. 179-180)
Review “The First Days of School” and share highlights with your mentor and
other peers.
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PARENT-TEACHER CONFERENCES
As parent-teacher conferences approach, these suggestions may be helpful to you.
Before Conferences
1. Stagger the schedule so that more difficult conferences don’t come one right after the other
(elementary).
2. Allow yourself break time in your conference schedule.
3. Consider having materials available to occupy younger siblings who may attend the
conferences. This will eliminate interruptions at the conference.
4. Invite additional staff, as needed, counselors, therapists, principals, etc.
5. For each student, prepare a folder of his report card, samples of his work, and any materials
you intend to share with the parents.
6. Be prepared to jot down any notes on what you may need to follow up on after conferences.
7. Have students prepare the displays on tables and counters for parents to review.
At Conference Time
1. Have chairs available for parents waiting their turn. If it is in the hallway, have an interesting
display of children’s work to keep parents interested and at ease.
2. Greet the parent professionally. Welcome them to the room. Provide adult-sized chairs. Be
careful of seating at a table. Don’t sit on one side, with the table as a barrier. It’s more
comfortable to sit next to, or at the end of the table.
3. Keep in mind that some parents are not comfortable in a school setting. Use your best
listening skills to what the parents are telling. Make their visit to school seem worthwhile to
them.
4. At the start of the conference, go over your agenda to provide structure and save time.
5. At some point in the conference, allow parents to address their own concerns. Make a record
of these on your sheet.
6. Develop an attitude of mutual cooperation.
7. Be sure to list the student’s strengths and accomplishments.
8. When addressing a child’s problems, avoid being totally devastating. Offer suggestive ways
the parents could assist. Be very careful to include the student if he attends, and not talk
negatively while the child plays off to the side.
9. Keep to your schedule. If a conference appears to need more time for discussion, arrange an
additional meeting time.
10. Walk parents to your door, but not down the hall, etc. End the conference at the door. Thank
the parents for coming, for their concern and input.
11. Dress comfortably - but professionally.
12. Sample questions:
a. What does your child like best about school?
b. What does your child do after school? (What are his/her interests?)
c. Does your child have time and space set aside for homework?
d. How is your child’s health?
e. Are there any problems that may affect your child’s learning?
f. What type of discipline works well at home?
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Following Conferences
1. Save your notes for future references.
2. Follow up immediately on parents’ requests.
3. Use suggestions that were brought up at conference.
4. Start a new information, student-work folder for the next conference.
5. Report any concerns or findings to additional personnel, principals, school counselors, and
school social workers.
6. Contact parents who did not attend. Attempt to arrange a conference - offer to come to their
home (if your school approves), or to hold a phone conference.
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Parent Communication Recommendations
1. Send a ―before school starts‖ greeting to all parents and incoming students.
2. Communicate your expectations to parents.
Discipline procedures
Homework
Other procedures you have set up for your classroom. (classroom schedule,
how to reach you, classroom volunteers, how you will communicate during
the school year)
3. Communicate to parents positive student behavior on a regular basis.
4. Consider a classroom newsletter, a journal that the student writes at the end of
the week to share information that happened in class, or some other method to
share classroom learning and events.
5. Always show your concern for the child whenever you interact with parents.
6. Keep a record of your parent contacts.
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GET READY FOR CONFERENCES
Share information about your child with the teacher. Include outside interests and
hobbies, any medical or health concerns, and things that are happening at home
that may affect work at school.
School conferences are a great way for parents and teachers to learn more about
children. The key to a successful conference is two-way communication. Here are
some suggestions to prepare for conferences:
TALK WITH YOUR CHILD BEFORE THE CONFERENCE
Ask what he or she would like you to talk about with the teacher?
Ask what he or she thinks the teacher will say?
SUGGESTED QUESTIONS TO ASK AT THE CONFERENCE
How are my child’s work habits? Does he/she use time well?
Does my child read at the level you would expect for this grade?
Is my child able to do the math you would expect for this grade?
What are your expectations for homework? Has my child missed any
assignments?
Does my child get along well with others?
What can I do at home to help my child be more successful at school?
Ask the teacher to explain anything you don’t understand.
AFTER THE CONFERENCE
Talk with your child. Emphasize the positive things the teacher discussed. Include
your child’s ideas when talking about suggestions for improvement.
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HOW TO CONDUCT ROUTINE PARENT CONFERENCES
If you’ve followed the preceding steps, routine parent conferences will be just that - routine. The
meetings will be easy and pleasant for both you and the parent.
Remember: Parents should not receive any negative surprises during parent conference
time or on report cards. Major behavioral and academic problems should
have been brought to their attention the moment they occurred.
Routine Parent-Conference Time Should Be Used to:
Update parents on their child’s progress in school.
Discuss the child’s strengths.
Discuss minor behavioral problems.
Offer parents specific suggestions to improve weak academic areas.
Explain your grading procedure.
Explain ambiguous categories on report cards such as, ―Work Habits,‖ ―Social Skills,‖
―Initiates Projects.‖
Allow parents to air any concerns or problems they have regarding their child.
Inform parents of any upcoming projects or new curriculum you are planning to introduce.
Contact Parents at First Sign of Problem
Do’s for Routine Parent Conferences
Arrive at the conference site before the parent.
Greet the parent warmly.
Usher the parent to the seat you’ve selected.
Look the parent in the eyes when speaking.
Address the parent often by name.
Mention some commendable trait about the child early in the conference.
Hand the parent the child’s work to look over. Refer to points, which should be noted.
End the conference on time, and schedule another one if needed.
Make detailed notes of what was discussed.
Don’ts for Routine Parent Conferences
Don’t surprise parents with new problems. Parents should be notified the moment a
problem arises.
Don’t make small talk. Use every moment of the parent’s time to discuss the student’s
progress.
Don’t do all the talking. You do want to maintain control of the conference, but you
should allow the parent to discuss his or her concerns and ideas. You may learn an
important piece of information that can be useful in helping the child.
The following guidelines will further enhance your ability to communicate assertively.
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Do’s
BEGIN WITH A POSITIVE STATEMENT ABOUT THE CHILD.
Your son is a leader in the class.
Your daughter is an excellent math student.
She always looks neat and well-dressed.
He’s a great basketball player.
STATE THE PROBLEM IN SPECIFIC TERMS.
In the past two weeks, your daughter has been late to school six times.
Your son does not do his work. He spends too much time talking to a neighbor.
She comes to school unprepared every day - no pencils, paper, books, or
homework.
He had a fight in the cafeteria on Monday and a fight in the yard on Wednesday.
IF ASKED, OFFER THE PARENT ASSISTANCE IN DISCIPLINING HIS OR HER CHILD.*
Other parents have tried . . .
ASK PARENTS HOW THEY WILL REWARD THEIR CHILD’S APPROPRIATE BEHAVIOR. IF
NECESSARY, MAKE SOME SUGGESTIONS.
* Refer to Lee Canter’s Assertive Discipline for Parents.
Don’ts
DON’T APOLOGIZE FOR BOTHERING THE PARENT.
I’m really sorry you had to come to school tonight. (Why should a teacher
apologize when feeling concern over an important issue about the child?)
DON’T MINIMIZE THE PROBLEM.
There’s a small problem with Johnny. (In truth, the problem may be very serious,
one that is potentially harmful to another child and disruptive to the class.)
DON’T BELITTLE YOUR ABILITIES.
I’m having such a hard time. I really don’t know what to do with him. (Of course
you know what is needed. You need the cooperation of the parent in disciplining
his or her child. Remember, you can’t do it alone.)
DON’T DOWNGRADE THE CONSEQUENCES OF THE CHILD’S BEHAVIOR.
I don’t know what will happen to him. (When in reality you do know what will
happen. The child may be suspended or fail the subject.)
TIP:
Don’t hold a conference if you are not prepared for it. If a parent enters the
class during the day for an unscheduled visit, greet him or her pleasantly,
but suggest another time for a conference. Explain that you want to give
him or her your full attention and can only do so when the class is not
present.
Source: Lee Canter’s Parent Conference Book by Lee Canter, Santa Monica, CA: Canter and
Associates, 1984.
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ACTIVE LISTENING
Active listening is when you understand how the person talking to you feels about a situation and
your response to that person makes him feel that you really do under stand. Concentrating first on
the feelings that a person has concerning a particular experience does not mean we do not need data
or a deeper understanding of dynamics of behavior. It merely means that for a person to feel
understood the listener must first come through with a response (verbal or nonverbal) that indicates
an awareness of the feeling. To begin with questions or fact-finding is to get the ―cart before the
horse.‖ The facts of a situation are seldom if ever as important as we feel about the situation.
Active Listening:
Level 1: The listener’s expressions are clearly unrelated to what the first person is feeling
at the moment. The listener tends to respond to the content of the discussion and
either does not attend to the feelings being expressed or avoids them.
Level 2: While the listener does respond to the expressed feelings of the second person, he
does so in a very surface or minimal way. The second person is likely to respond,
―No, that’s not quite what I was feeling.‖
Level 3: The verbal or behavioral expressions of the listener are essentially
interchangeable with the talker, in that they express essentially the same effect
and meaning. The second person (client, child, or parent) responds: ―Right, that’s
how I feel!‖
Level 4: The responses of the listener add noticeably to the expressions of the second
person in such a way that he continues to explore his feelings at a deeper level.
Level 5: The listener responds to the second person in such a way as to add significantly to
the feelings and meaning the second person is trying to express. Not only does the
second person feel that you are with him, he feels you deeply understand both his
feelings and behaviors.
Tips for Active Listening:
1. Face your speaker.
2. Use nonverbal encouragement.
3. Don’t agree or disagree.
4. Remember what the subject is.
5. Don’t be afraid of moments of silence.
6. Don’t talk about yourself.
7. Summarize what you hear.
8. Don’t be afraid to interrupt.
9. Try to understand.
10. Don’t ask ―why‖ questions.
11. Don’t offer solutions or give advice.
Source: Green, Brad; “Roadblocks to Communication” Intra-Staff Communication
Training, Teachers’ Manual. (I.C.T. Corp., 1971).
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Good Listening Questions:
1. ―I hear you saying that . . .‖
2. ―What happened then?‖
3. ―What kinds of things do you mean?‖
4. ―Can you expand on that?‖
5. ―Wait, I don’t understand?‖
6. ―Yeah, it sounds like . . .‖
7. ―Let’s get back to what you were saying about . . .‖
8. ―I sense you feel pretty strongly about that.‖
9. ―Is that important to you?‖
10. ―I’m not sure if I am following you.‖
Bad Listening Questions:
1. ―Why do you feel that way?‖
2. ―What can you do to improve your situation?‖
3. ―Have you tried . . . ?‖
4. ―Are you sure you really think that way?‖
5. ―Don’t you want to be different?‖
6. ―Do you want to know what I think?‖
7. ―Can you figure out why you got that way?‖
8. ―What are you going to do about it now?‖
9. ―What’s your problem?‖
Clarifying Responses:
Paraphrasing: Restating the other person’s message in similar but fewer
words. Summarizing the meaning or intent of the message
without judgment or evaluation of the content.
Advancing examples: Stating a specific example of a general statement made by
the other person (based on your knowledge of the person
and the context).
Requesting further information: Asking a question. If you can’t paraphrase or state an
example, you need more information.
Typical Beginnings of Clarifying Responses:
―Are you saying . . . ?‖
―Does that include . . . ?‖
―Would this be an example . . . ?‖
―I hear you say that . . . ‖
―You think that . . . ‖
―It seems you to that . . . ‖
CLARIFYING RESPONSES NEVER JUDGE OR EVALUATE A MESSAGE
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ROADBLOCKS TO LISTENING
There are nine roadblocks to effective listening and communication. Some you use consistently:
others you may use with certain people or in particular situations; others you don’t use at all.
Everyone uses listening blocks sometimes, but it is helpful to be aware of your personal blocks
and to consider their impact on effective communication.
Comparing
Comparing makes it hard to listen because you are always trying to assess who is smarter,
funnier, more competent - you or the other. Some people focus on who’s suffered more, who has
bigger problems. While someone’s talking you think to yourself: ―Could I do that well? . . .‖
―I’ve had it worse, he doesn’t know what bad is . . .‖ ―She’s so much more together than me.‖
You can’t let much in because you’re too busy worrying about how you measure up.
Rehearsing
You don’t have much time to listen when you’re rehearsing what to say. Your attention is on the
preparation and crafting of your next comment. You look interested, but your mind is somewhere
else as it remembers a story to tell or thinks of a point to make.
Mind Reading
The mind reader is busy trying to figure out what the other person is really thinking and feeling:
―She says . . . but I’ll bet she’s really thinking . . .‖ The mind reader is interpreting and
analyzing, and typically pays less attention to words than to interactions and subtle cues, in an
effort to see through to the ―truth.‖
Judging
Negative labels or judgments have enormous power. If you prejudge someone as incompetent,
uncaring, or stupid, you don’t have to pay much attention to what they say. You’ve already
written them off. A basic rule of listening is that judgments should only be made after you have
heard and evaluated the content of the message, and then the judgment should be considered
tentative and subject to modification.
Identifying
When you identify, you take everything a person tells you and refer it back to your own
experience. A parent waits to tell you about their child’s tantrums, but that reminds you of the
time little Stephanie lay on the floor and screamed for an hour. You launch into your story before
the parent can finish. Everything you hear reminds you of something you’ve felt or done. There’s
no time to listen and empathize or to get to know the other person because you’re so tied into
your own experiences.
Advising
You are always ready with help and suggestions. You don’t have to hear more than a few
sentences before you start searching for the right advice. However, while you are thinking up
solutions, you don’t hear the feelings; and you diminish others’ personal power to solve their
own problem. Advice is best given after you have fully heard another, and generally when you
are asked.
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Diverting
When you divert, you typically change the subject, district, or humor the other person. You tend
to divert when you get bored or uncomfortable with a conversation. You may try to joke with the
other person to help avoid the discomfort. Or you may completely change the subject to distract
attention from uncomfortable issues. ―Let’s not talk about . . .‖ ―Did you hear about . . .‖ ―I’ve
got a funny story about . . .‖ All these responses serve to divert attention from listening to the
concerns of another.
Being Right
Being right means you have the correct answer and you’ll go to great lengths not to be wrong.
Your convictions are unshakable. You often warn, order, admonish, or command others to
adhere to your beliefs; or you may find that you preach or moralize - anything to try to let the
other see how right you are. ―Do this or else; You should . . .; You need to . . .; You had better. .‖
This tactic produces defensiveness and resistance.
Placating
―Right . . . right . . . I know . . . yes . . . really . . . it’ll be OK . . .‖ You want to be nice and you
want people to like you, so you agree with everything. You may be half listening, but you’re not
really involved. You aren’t tuned in to what’s being said.
Which of these blocks apply to you? In this space list the roadblocks that seem typical of the
ways you avoid listening to parents.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
From: “Exceptional Training for Caregivers,” Barb Wolfe, Portage Project and The Greater
Minneapolis Day Care Association, 1987.
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TIPS FOR DEALING WITH AGGRESSION
Generally, you will rarely have problems with parents who share your perception that their child
is doing fine. It is when discrepancies arise in the parents’ and teachers’ perceptions, or even
when both agree that the child is having problems that difficulties may tend to arise. The UNM
Institute for Parent Involvement suggests ―Tips for Dealing with Aggression,‖ (1979), should
you ever encounter an angry, hostile, or verbally aggressive parent. Their ―tips‖ are listed
verbatim and require little elaboration:
―Listen.‖
―Write down what they say.‖
―When they slow down, ask them what else is bothering them.‖
―Exhaust their list of complaints.‖
―Ask them to clarify any specific complaints that are too general.‖
―Show them the list and ask if it is complete.‖
―Ask them for suggestions for solving any of the problems that they’ve listed.‖
―Write down the suggestions.‖
―As much as possible mirror their body posture during this process.‖
―As they speak louder, you speak softer.‖
―Argue.‖
―Defend or become defensive..‖
―Promise things you can’t produce.‖
―Own problems that belong to others.‖
―Raise your voice.‖
―Belittle or minimize the problem.‖
Source: Bluestein, Jane. The Beginning Teacher’s Resource Handbook. Albuquerque, NM:
I.S.S. Publications, 1982.
ASSERTIVE PHRASES:
When speaking with a difficult parent, it is easy to become flustered and lose your train of
thought. Use any of these phrases to assert your authority.
I have a right to your help. I need your support.
I cannot do this job alone. I understand, but . . .
It is in your child’s best interest that we work together to solve this problem.
You are the most important person in your child’s life.
I need you to take stronger disciplinary action at home.
If this problem isn’t solved, it could lead to greater problems later on.
I will be involved with your child for 10 months of his life. You will be in the picture a lot
longer.
Your child is your responsibility 24 hours a day.
TIP: When talking to parents: Stay calm, speak slowly, keep it short, and don’t
become defensive or angry.
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COMMUNICATING WITH LIMITED ENGLISH PROFICIENT PARENTS
With the increase in minority students enrolled in school, you may find that you need to
communicate with parents with limited English skills. This is unfamiliar territory for most of us.
Here are some tips to make it easier.
Your students’ parents may speak sufficient English to discuss a behavior or school problem. If
you don’t know if they speak English, check it out. We have two bilingual interpreters, Hmong
and Hispanic, who know the individuals in the respective communities well.
Houa Yang is our Hmong bilingual translator (803-7770) and Adriana Uribe is our Hispanic
translator (459-3698). Both are located in the Department of Student and Instructional Services,
third floor at Central. They both are tremendous resources for translation and knowledge of
individual families and cultural issues. They work with the school social workers and
psychologists and frequently translate special education terminology and concepts. They
understand confidentiality.
It is important to use an adult translator when discussing a student’s academic or behavior
problems with a parent. Use a school system translator as much as possible, not a family
member. Sometimes parents will have someone they trust to use as a translator. This often works
well if the person is not a brother or sister of the student in question.
If you have a bilingual educational assistant, you may want to use her for messages or minor
academic or behavior problems. When the issue of concern involves family issues,
confidentiality or special education, please consider using Houa or Adriana. Remember, your
educational assistant must continue to work with the student in your classroom. Respect your
student’s right to privacy when discussing a sensitive issue with parents. Allow your non-English
proficient parents and students the same courtesy and confidentiality you would your English-
speaking students.
Attached is a set of guidelines for using a foreign language translator, which was adopted by the
Sheboygan Area School District Minority Student Committee several years ago. The guidelines
were prepared by the Madison Metropolitan School District.
Once you take the plunge of talking with your limited English-proficient parents and using our
bilingual interpreters, you will find these parents helpful and problems will be resolved. Good
luck!
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GUIDELINES FOR USING A FOREIGN LANGUAGE TRANSLATOR
What is a Translator? A translator is one who speaks two languages and is able to convey the
meaning of a conversation or dialogue from one language to the other.
The following guidelines are meant to serve as just that—guidelines.
They are intended to provide a framework for you in your work.
Guidelines:
1. Meet with the translator to assure that you and he/she are aware of what is to be discussed.
2. Many of the terms used in English for special education or technical information simply DO
NOT exist in other languages.
3. Discuss the school’s concerns or what you want to accomplish during the interview or
meeting. Come to an agreement on what words will be used to communicate the concepts.
This will prevent you and the translator from having to ―invent‖ a word on the spot.
4. Make sure that the translator has had time to ask questions BEFORE any and all meetings.
5. Discuss the following strategies with the translator:
a. Where will the translator sit? It is best to have him/her next to the person who is doing
most of the talking.
b. Have all people who speak look directly at the parent or guardian and NOT at the
translator. This provides validation of the parent/guardian’s position and importance in
this meeting.
c. Speak in regular volume and pace, allowing the translator time to translate. Usually one
to three regular length sentences is the maximum amount.
d. It is necessary to remember that the school personnel are dealing with a very special
vocabulary (when discussing special education).
6. Be culturally sensitive. Remember that translators are usually from the cultural groups in our
community and that these groups are very tight-knit. Therefore, there may be certain
pressures placed upon the translator, such as:
a. Translators may be seen as employees of the ―government‖ and therefore able to help
with or do almost anything.
b. It can be embarrassing for a translator from the same cultural group to relay certain
information about a child to the parents or guardians (i.e., that the child is retarded or not
able to do the work other students can do).
c. Most, if not all, special education programs do not exist in many cultures (i.e., the
Hmong, Laotian or Cambodian). Therefore, the terminology we use also does not exist.
Translation is at best difficult to do and has not been codified in any way.
d. Strong beliefs about special problems may exist in different cultures. For example, a
physical impairment may be seen as intellectual impairment. While information is clearly
conveyed to parents, they may not be able to accept this or become angry with them for
their beliefs. It may take a long time for individuals to become acculturated, if they ever
do.
(Our thanks for Madison Metropolitan School District/LEP Programs for these guidelines.)
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Sheboygan Area
School District
Student Assistance
Programs
AOD/SAP District Coordinator January 2003
Ann Kundert Berg, N.C.S.P.
920-459-3686
105
What is the Student There are several ways students What Happens as A Result of
Assistance Program? may be referred to the Student a Referral to the Student
Assistance Program Assistance Program?
Sometimes students have
personal concerns that interfere Self - Students can seek assistance Upon receiving a referral to the
with their ability to do well in from their school counselor or SAP SAP, the building coordinator will
school (for example, alcohol or Building Coordinator. gather behavioral information
drug use of someone close to and determine the appropriate
them, divorce, low self-esteem, or Family - Often parents have action to be taken. This could
death of a loved one). Often it is concerns about their children or include:
very difficult to leave these other family members. Parents can
feelings at the classroom door, refer their children to the SAP by
contacting the Building Coordinator. 1. No immediate action.
and they can negatively affect 2. One to one meeting with a
students' academic achievement. counselor or other resource
Peer - Students who are concerned
person.
The Student Assistance Program about a friend are encouraged to
discuss this with their school 3. Participation in an in-school
(SAP) is a collaborative process, concerned persons, insight, or
provided within the Sheboygan counselor or SAP Building
Coordinator. other issue -focused group.
Area School District, to provide 4. Referral for outside evaluation
students the opportunity to or treatment.
address these concerns. Building Community - Community agencies
5. Referral to community
SAP Coordinators will explain the may be in a position to have
concerns about students, and may services.
Student Assistance Program to 6. Parent contact.
students, parents and staff within make referrals to the SAP Building
the buildings they serve. Parents Coordinator.
must make a request, in writing, For more information, contact your
to the building principal if they do School staff - Staff members may school office for the name of the
not wish their children to have concerns about students at SAP Building Coordinator.
participate in the SAP. school. Referrals to the school
counselor or SAP Building
Coordinator may be appropriate.
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AREAS OF CREATIVE FUNCTIONING parental status, sexual orientation, or physical, mental,
emotional, or learning disability or handicap in its
Creativity cuts across all areas of
POTENTIAL giftedness and is exhibited in oral,
educational programs or activities. Federal law
prohibits discrimination in employment on the basis of
GIFTEDNESS written, and nonverbal ways.
age, race, color, national origin, sex, or handicap.
Creative students demonstrate
INTELLECT flexible and elaborate thinking. They
Children who show early and rapid possess strong visualization and
development of language ability; imagination abilities, and resist
advanced vocabulary; strong powers conformity. They often identify
of reasoning, analysis, or synthesis; problems and invent solutions; they
and advanced ability in critical seek and offer alternatives to routine
thinking and problem solving are thinking; they ask questions that are
candidates for identification as advanced and may be controversial.
intellectually gifted. These children
ARTISTIC FUNCTIONING
usually retain information with ease,
Students in this category show high
have wide interests, which they
potential significant contributions to
pursue tenaciously, and show
the visual and performing arts,
potential for unusual learning
including acting, painting, sculpting,
capacity in most academic areas.
singing, dancing, playing a musical
SPECIFIC ACADEMIC AREAS instrument, and composing.
Students may demonstrate a
LEADERSHIP
“consuming” desire for knowledge
Students show unusual ability to
in a specific area and achieve goals
relate to and motivate others. They
several grade levels above other
are self-assured and display an
students. This student tends to read
interest in and understanding of
extensively in the special area, apply
other people. Often they see the
knowledge with little assistance, and
“whole issue” and as problem-
give extended attention to this
solvers are willing to take risks.
interest. The academic areas may
They are good organizers.
include, but are not limited to,
mathematics, reading, and writing. THE SHEBOYGAN AREA SCHOOL DISTRICT does
not discriminate against pupils on the basis of sex, race,
national origin, ancestry, creed, pregnancy, marital or
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ELEMENTARY
STUDENT
NOMINATION
FORM
Program for
Academic and
Creative
Extensions
108
PACE STUDENT NOMINATION FORM
Name of Student ______________________________________ Grade ______________
School ____________________________________ Date of Birth ______/ ______ / ______
Month Day Year
Name of Nominator____________________________ Date ________________________
Relationship to Nominee (parent, teacher, peer, etc.) ______________________________
If not a staff member, please provide the following:
Phone __________________________________ E-Mail_____________________________
GENERAL DEFINITION: Gifted students are those who give evidence of high
performance capabilities in one or more of the following areas: intellect, specific academic
areas, creativity, art, music, or leadership. (See descriptions of potential areas of giftedness
on reverse.) These students may need adjustments in the rate or depth of instruction in
order to maximize their potential.
Give any evidence that you believe shows this student is gifted. A screening committee will
review this nomination and other information to determine how best to meet the student‟s
needs.
Specify and describe below only the area(s) of potential giftedness. Other areas may be
left blank.
INTELLECT
SPECIFIC ACADEMIC AREA(S) (Math, Reading, Writing)
CREATIVE FUNCTIONING
ARTISTIC FUNCTIONING (Art, Music)
109
LEADERSHIP
110
CHILD WITH DISABILITY
(CWD) TERMINOLOGY/DESCRIPTION GUIDE
HANDICAPPING CONDITIONS
CD Cognitively Disabled
CD-B Cognitively Disabled-Borderline -2, -3 S.D. Mild Handicapping Condition
-3, -4 S.D. Moderate Handicap Condition
CD-S Cognitively Disabled-Severe -4, -5 S.D. Severe Handicapping Condition
-6 S.D. Profound Handicap Condition
Measured by: Intelligence
Adaptive Behavior Functioning
Academic Functioning
EBD Emotional Behavioral Disability
severe, chronic, frequent behavior manifested in 2 or more of the child’s social
systems (home, school, community)
SLD Specific Learning Disability
Specific learning disability means a severe learning disability due to a disorder in one
or more of the basic psychological processes involved in acquiring, organizing or
expressing information that manifests itself in school as an impaired ability to listen,
reason, speak, read, write, spell or do mathematical calculations, despite appropriate
instruction in the general education curriculum. Specific learning disability may
include conditions such as perceptual disability, brain injury, minimal brain
dysfunction, dyslexia and developmental aphasia.
Exclusions for SLD Consideration
A) Other handicapping conditions
1) cultural
2) economic disadvantage
3) environment
B) Learning problems resulting form extended absence, continuous inadequate
instruction, curriculum planning, or instructional strategies
C) Discrepancies between ability and school achievement due to motivation
D) Functioning at grade level but with the potential for greater achievement
SP Speech/Language
Speech and language handicaps are characterized by a delay or deviance in the
acquisition of pre-linguistic skills, or receptive skills or expressive skills or both of oral
communication. The handicapping condition does not include speech and language
problems resulting from differences in paucity of or isolation from appropriate
models.
TBI Traumatic Brain Injury
Traumatic brain injury means an injury to the brain caused by an external physical
force or by an internal occurrence such as stroke or aneurysm, resulting in total or
partial functional disability or psychosocial maladjustment that adversely affects
education performance. The term includes open or closed head injuries resulting in
mild, moderate, or severe impairments in one or more areas, including cognition;
language; memory; attention; reasoning; abstract thinking; judgment; problem-
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solving; sensory perceptual and motor abilities; psychosocial behavior; physical
functions; information processing; and speech. The term does not include brain
injuries that are congenital or degenerative, or brain injuries induced by birth trauma.
AU Autism (Pervasive Development Disorder)
Autism means a development disability significantly affecting verbal and non-verbal
communication and social interaction, generally evident before age three that
adversely affects educational performance. Characteristics of autism include
irregularities and impairments in communication, engagement in repetitive activities
and stereotyped movements, resistance to environmental change or change in daily
routines, and unusual responses to sensory experiences. The term does not include
children with characteristics of the disability of serious emotional disturbance.
HI Hearing Impaired
1) Auditory handicap
2) Medically determined (audiologic evaluation)
3) Loss is hearing acuity which affects normal development of language
4) Medically irreversible
VI Visually Impaired
1) Medically determined
2) MVI – moderately visually handicapped 20/70 – 20/200 after correction in better
eye
3) SVI - severely visually handicapped 20/200 – 20/700 after correction in better eye
OI Orthopedically Impaired
Orthopedically impaired means a severe orthopedic impairment that adversely
affects a child’s educational performance. The term includes impairments caused by
congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments
caused by disease (e.g., cerebral palsy, amputations, and fractures or burns which
cause contractures).
OHI Other Health Impaired
Other health impairment means having limited strength, vitality or alertness, due to
chronic or acute health problems such as a heart condition, tuberculosis, rheumatic
fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning,
leukemia, or diabetes, which adversely affect a child’s educational performance.
GENERAL TERMS
EC Early Childhood
IEP Team Individual Education Programming Team (Evaluation and Programming)
IEP Individual Education Program (the Document of Choice)
CWD Child with Disability – having a handicapping condition and requiring special
education
Non-CWD Non-Child with Disability – not qualifying for a CWD program
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LRE Least Restrictive Environment – Federal/State law requiring general education
to the most extent possible; Non LRE programs justified by IEP
DVI Designated Vocational Instructor
BCT Building Consultation Team
ADD Attention Deficit Disorder
ADHD Attention Deficit Hyperactivity Disorder
SDPE Specially Designed Physical Education
SDVE Specially Designed Vocational Education
IDEA Individual with Disabilities Education Act - federal government rules and
regulations regarding the laws governing special education
PI-11 The Wisconsin Administrative Code regulating the special education programs
at the state/local level
Content Mastery – Content Learning Program
educational program for servicing students with learning disabilities
true resource concept
students receiving services in the CM classroom by CWD teacher
develop education concepts with classroom interventions and curricular and
instructional modifications
MAINSTREAMING
This term has generally been used to refer to the selective placement of special education
students in one or more “regular” education classes. Mainstreaming proponents generally
assume that a student must “earn’ his or her opportunity to be mainstreamed through the
ability to “keep up” with the work assigned by the teacher to the other students in the class.
This concept is closely linked to traditional forms of special education service delivery.
INCLUSION
This term is used to refer to the commitment to educate each child, to the maximum extent
appropriate, in the school and classroom he or she would otherwise attend. It involves
bringing the support services to the child (rather than moving the child to the services) and
requires only that the child will benefit from the class (rather than having to keep up with the
other students). Proponents of inclusion generally favor newer forms of education service
delivery.
FULL INCLUSION
This term is primarily used to refer to the belief that instructional practices and technological
supports are presently available to accommodate all students in the school and classrooms
they would otherwise attend if not disabled. Proponents of full inclusion tend to encourage
that special education services generally be delivered in the form of training and technical
assistance to “regular” classroom teachers.
ASSISTIVE TECHNOLOGY DEVICE
Any item, piece of equipment, or product system, whether acquired commercially off the
shelf, modified, or customized, that is used to increase, maintain, or improve the functional
capabilities of children with disabilities.
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ASSISTIVE TECHNOLOGY SERVICE
Any service that directly assists a child with a disability in the selection, acquisition, or use
of an assistive technology device. The term includes:
A) The evaluation of the needs of a child with a disability, including a functional
evaluation of the child in the child’s customary environment;
B) Purchasing, leasing, or otherwise providing for the acquisition of assistive technology
devices by children with disabilities;
C) Selecting, designing, fitting, customizing, adapting, applying retaining, repairing, or
replacing assistive technology devices;
D) Coordinating and using other therapies, interventions, or services with assistive
technology devices, such as those associated with existing and rehabilitation plans
and programs;
E) Training or technical assistance for a child with a disability or, if appropriate, that
child’s family; and
F) Training or technical assistance for professionals (including individuals providing
education or rehabilitation services), employers, or other individuals who provide
services to, employ, or are otherwise substantially involved in the major life functions
of children with disabilities.
PURCHASING AND LEASING OF ASSISTIVE TECHNOLOGY
School districts are now responsible for funding these services and when purchased for a
child, the device is used by the child but is the property of the school district. Schools need
to plan ahead for these services and budget appropriately. This does not mean, however,
that the child automatically qualifies for the “Cadillac” of equipment choices when it comes
time for purchasing a particular device. It does mean that some type of tool needs to be
obtained so that the child can meet their needs within the customary environment of the
school setting.
States can add their own objectives to their provisional service plan, but they cannot do
anything less than what the IDEA Act states. An example would be devising their own
policies and procedures. In addition to the provision of the device, training also needs to be
provided in teaching people how to use the devices purchased. This includes training time
for the students, teachers, and related personnel.
Advocates for assistive technology must keep in mind that all through this process the code
of ethics for your individual professional area always adhered. The bottom line is doing the
best and what is right for the child. The children need advocates throughout this entire
process. Training is also a continuous process for all people that could potentially come into
contact with the child using technology. There are obviously degrees of involvement in
terms of necessary knowledge, but the fact of the matter is that the training never ceases
and that it is knowledge to be obtained from the administrative level on down.
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CLASSROOM INTERVENTIONS
Below is a list of ―possible‖ classroom interventions for you to refer to and try out in your
classroom. These interventions are specifically designed to help you deal with students who are
struggling either academically or behaviorally in your classroom. It is important that you select
interventions with regard to your own, as well as the individual student’s personal and cultural
background (i.e., not all interventions are appropriate for all students or all teachers). It is also
beneficial for you to document what interventions you have tried with a particular student. This
information is invaluable at team meetings and conferences, and is the first step of the referral
process.
ALTERATIONS OF MATERIALS:
Utilize outside resources: the library, speakers.
Give students more choices.
Utilize high interest activities.
Break the task down into small steps.
Utilize a different learning approach: visual, auditory, multi-sensory, tactile/ kinesthetic,
cooperative.
Reduce the degree of difficulty of the task.
Help the student get organized.
Provide a list of make-up assignments.
ALTERATIONS OF SPACE:
Change grouping of students. Change a student’s seat.
Rearrange your room. Utilize the Learning Lab.
Utilize the library. Use Time-Outs.
ALTERATIONS OF TIME:
Provide a routine schedule.
Reduce the amount of task.
Allow students more time to complete the task.
Encourage after-school make-up.
Allow student to make up failing grades.
ALTERATIONS OF PEOPLE:
Reward student for desired behavior. Have students serve as tutors.
Utilize individualized instruction. Utilize parents as tutors.
Utilize cooperative learning techniques. Provide quick results of task.
Send positive note home. Utilize small group instruction.
Conference with parent. Discover and use students’ interests.
Utilize a study carrel. Ignore misbehavior.
Call on student more/less. Provide extra help after school.
REWARD THE TASK: for starting, for continuing, for completing.
Please remember these are only suggestions. If you already utilize other interventions in your
classroom, or as you discover different interventions, please share them with your colleagues.
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Modifying Means Allowing Students to Demonstrate Knowledge Meaningfully
and Successfully
Written Language Modifications
Provide models for writing tasks; patterned sentences or stories or a sample of the finished
product.
Have groups of students write the story/report together.
Give students a story starter; first sentence or several sentences.
Provide a series of questions for the student to answer, which will serve as a guide to writing
the report.
Revise and proof the student's writing only for assignments that are to be read by people
other than the teacher.
Allow students to conference with each other on writing assignments.
Journals - Place a note card inside each student's journal with individual
suggestions/expectations for each student.
Example: 1. Write the date.
2. Write three sentences.
3. Use a capital letter to begin each sentence.
4. Use a punctuation mark at the end of each sentence.
As students consistently demonstrate the expectations, new ones can be added.
Writing Alternatives
Oral or illustrated book reports, taped stories, dictate story to peer, use of a computer word
processor, provide a copy of notes to students (allow a capable student to make a copy of notes for
student).
Spelling Modifications
Allow students to spell orally.
Allow students to spell words using manipulatives (letters from a Scrabble game, alphabet
magnetic letters).
Shorten the list.
Use words from content area classes.
Use high frequency words and/or left skill words.
Demonstrate for the student a spelling study system. Put the steps on a note card to help the
student remember.
Allow the student to choose the correctly spelled word from a list of three words for the test.
Reading Modifications
Students listen to the story on tape.
Read the selection orally in class.
Ask questions throughout the reading.
Students work with a reading "buddy."
Build background knowledge/pre-teach new vocabulary.
Allow students to practice reading prior to orally reading in class.
Use story mapping.
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Content Area Class Modifications
Teach the parts of a textbook; table of contents, glossary, index, chapter headings,
introductions, and summaries.
Use of study guides.
Use of highlighted texts.
Provide some alternatives to the text (videos, filmstrips, and computer programs).
Adapting the Regular Text
1. Instruct the student to read only the boldface type, italics, and certain crucially placed
paragraphs.
2. Get the student to read the questions at the end of each section or chapter before reading the text.
3. Highlight the student's text.
Highlight answers to questions at the end of each section/chapter.
Highlight information needed for worksheets.
Highlight vocabulary words; definitions, if necessary
Highlight key words in questions.
Number pictures and sentences if a sequence is indicated.
4. Color-coding.
Color code answers to questions from the textbook in one color.
Color code vocabulary in one color.
5. Cueing.
Put page numbers for questions at the end of the chapter. For low performing students,
include the paragraph.
If the answer is found in another section or resource than the text chapter, indicate as
follows: "D" for dictionary, "THE" for thought questions, "M" for map, etc.
Math Modifications
Use of calculator.
Use of graph paper to help with alignment and spacing of problems.
Shortening of assignments.
Make copies of the assigned problems to reduce the amount of copying that needs to be
done.
Use "cue cards." List steps to different math problems on note cards. Laminate them.
Students can tape the cards to the inside cover of their math texts.
Use manipulatives whenever possible.
FAIR DOES NOT MEAN THAT EVERY CHILD GETS THE SAME, BUT THAT
EVERY CHILD GETS WHAT HE OR SHE NEEDS.
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INSTRUCTIONAL MODIFICATIONS
WORKING WITH A VISUAL LEARNER
1. Use charts and tables to illustrate concepts/directions whenever possible.
2. When explaining concepts to the class, illustrate on board or with pictures.
3. Supplement content area presentations with films and filmstrips.
4. Use bright colors for visuals such as charts, flashcards.
5. When asking for recall, have student close his/her eyes and attempt to re-visualize material.
6. Supplement verbal directions with cues on chalkboard or on individual assignment sheets.
7. Instruct student in self-recording techniques such as note taking with key words or phrases; use
of personal assignment notebook.
WORKING WITH A VISUAL LEARNER
1. Ask frequent questions or require feedback or materials presented.
2. Use color cueing to indicate to student where to begin and where to stop.
3. Use a marker for reading or a window card if the marker still allows for too much visual
confusion.
4. Have necessary visual classroom components reduced and placed on student's desk whenever
possible (number line, alphabet, daily assignment sheet).
5. Develop spelling list from sight word mastery list. Present student with three possible spellings,
requiring him/her to choose the correct one.
6. Highlight essential material from content area textbooks.
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INSTRUCTIONAL MODIFICATIONS
WORKING WITH AN AUDITORY LEARNER
1. Give verbal as well as written directions for assignments.
2. Tape-record the essential material from content area textbooks.
3. Allow the student to take tests orally.
4. Provide the student with a tape recorder to recite information, play it back.
5. Allow the student to use a recorder for recording assignments.
6. Tape record oral presentations for the student to use as study notes.
7. Teach the student to re-auditorize, repeating key words and phrases.
WORKING WITH A STUDENT WITH AUDITORY DEFICITS
1. Encourage the student to internally verbalize what is being presented.
2. Do not repeat directions and questions as initially presented when the student does not
understand. Reword.
3. Teach the student to take notes of only key words, concepts.
4. Provide the student with a study outline or oral presentation, having him/her fill in key concepts.
5. Give verbal directions one step at a time.
6. Provide the student with written copy or oral directions.
7. After giving oral directions, have the student repeat these to you.
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GRADING MODIFICATIONS/ALTERNATIVES
(from LD Forum: Winter 1987)
1. Use of IEP criteria - Evaluation is based on the objectives in the IEP.
2. Narrative or written evaluations - The teacher describes in narrative form what the student has
accomplished.
3. Contracts - The student agrees to work toward predetermined criteria for each grade.
4. Pass/Fail - If the minimum criteria are reached, the student receives all the credit available.
5. Checklists - The task is broken down into subtasks, and the teacher records the student's progress
toward mastery of the task as a whole.
6. Subscripts - Letter grades are given but with a subscript to indicate the level of work. Example:
A "C" with a subscript "4" would indicate average work at the fourth grade level.
7. Point system - Points are given for appropriate classroom behavior and averaged as part of the
final grade.
8. If grades are broken into separate areas, i.e., tests, assignments, projects and notes, the lowest
average is dropped.
9. Percentage of items attempted - The student's grade is determined by the percentage of items
correct out of those attempted.
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SECTION 504
It is a broad civil rights law, which protects the rights of individuals with handicaps in programs, and
activities that receive federal financial assistance from the U.S. Department of Education.
It identifies all school-age children as handicapped who meet the definition of qualified handicapped person,
i.e., (1) has or (2) has had a physical or mental impairment which substantially limits a major life activity, or
(3) is regarded as handicapped by others. Major life activities include walking, seeing, hearing, speaking,
breathing, learning, working, caring for oneself or performing manual tasks. The handicapping condition need
only substantially limit one major life activity in order for the student to be eligible.
SECTION 504 STUDENTS ONLY
Due to substantial mental or physical impairments that limit one or more of the student's major life activities,
special accommodations to the student's program are required. A 504-accommodation plan is designed for
each student according to individual need.
Examples of potential 504 handicapping conditions not typically covered under IDEA are:
communicable diseases - HIV, Tuberculosis
medical conditions - asthma, allergies, diabetes
temporary medical conditions due to illness or accident
Attention Deficit Disorder (ADD, ADHD)
behavioral difficulties
drug/alcohol addiction
other conditions
If a district has reason to believe that, because of a handicap as defined under Section 504, a student needs
either special accommodations or related services in the regular setting in order to participate in the school
program, the district must evaluate the student; if the student is determined to be handicapped under Section
504, the district must develop and implement a plan for the delivery of all needed services. Again, these steps
must be taken even though the student is not covered by the IDEA special education provisions and
procedures.
What is required for the Section 504 evaluation and placement process is determined by the type of handicap
believed to be present, and the type of services the student may need. The evaluation must be sufficient to
accurately and completely assess the nature and extent of the handicap, and the adequate in some
circumstances. For example, in the case of the student with juvenile arthritis, the evaluation might consist of
the school nurse meeting with the parent and reviewing the student's current medical records. In the cases of
students with ADD, current psycho-educational evaluations may be used in combination with appropriate
medical information if such evaluation assessed the ADD issue. In other cases, additional testing may be
necessary.
The determination of what services are needed must be made by a group of persons knowledgeable about the
student. The group should review the nature of the handicap, how it affects the student's education, whether
specialized services are needed, and if so, what those services are. The decisions about Section 504 eligibility
and services must be documented in the student's life and reviewed periodically.
In summary, it is important to keep in mind that some students who have physical or mental conditions that
limit their ability to access and participate in the education program are entitled to rights (protection) under
Section 504 even though they may not fall into IDEA categories and may not be covered by law. It is also
important to realize that Section 504 is not an aspect of "special education". Rather, it is a responsibility of the
comprehensive general public education system. As such, building administrators and superintendents of
schools are responsible for its implementation within districts. Special education administrators are
participants but are not ultimately the responsible LEA administrators.
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Special Education Forms
Please see the special education teacher in your building for all
forms.
Progress and Report Cards
The following forms can be obtained in your building:
4K through 5th Grade Progress and Report Cards
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Name Student ID
Last First Middle
Sheboygan Area School District
Elementary Reading/Language Arts Folder
Contents:
Reading and Writing Assessments
Writing Samples
Interventions
Other Pertinent Information
123
Circle Grade Completed K 1 2 3 4 5 Student D.O.B.
EC - Grade 5 Language Arts Standards
Reading/Literature Language
A.4.1 Use effective reading strategies to achieve their D.4.1 Develop their vocabulary of words, phrases,
purpose in reading. and idioms as a means of improving communication.
A.4.2 Read, interpret, and critically analyze literature.
A.4.3 Read and discuss literary and nonliterary texts Research and Inquiry
in order to understand human experience.
A.4.4 Read to acquire information. F.4.1 Conduct research and inquiry on self-selected or
assigned topics, issues, or problems and use an
Writing appropriate form to communicate their finds.
B.4.1 Create or produce writing to communicate with Program Services:
different audiences for a variety of purposes.
B.4.2 Plan, revise, edit, and publish clear and PACE – Program for Academic and Creative Extension
effective writing. OHI – Other Health Impaired
ELL – English Language Learners
Oral Language EEN – Exceptional Educational Needs
LD – Learning Disability
C.4.1 Orally communicate information, opinions, and CD – Cognitive Disability
ideas effectively to different audiences for a variety of ED – Emotional Disability
purposes. 504 – Program Modification
C.4.2 Listen to and comprehend oral communications.
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Running Record Assessment Levels
(Rigby PM and the Developmental Reading Assessment (DRA)
Levels A-2 Literacy language structures integrated with natural
Repeated word or sentence pattern language
Natural Language structure Three-twelves lines of print
One line of text; well spaced print Illustrations provide moderate to minimum support
Simple illustrations Word count exceeds 266
10-36 words
Levels 30-44
Levels 3-6 Complex stories that include descriptions of setting,
Simple stories with repetitive words, phrases, actions characters, problems, and resolution in greater detail
Predictable language structures More sophisticated language and vocabulary
One-three lines of text Realistic fiction, folk tale, or animal adventure
Pictures provide support Background knowledge and higher-level thinking
47-75 words required
Minimum of picture support
Levels 8-14 Text size is smaller and fills full pages or partial pages
Stories about children and problems to which students can with illustrations.
relate
Repetition of events Levels 44-60
Book and language structures are integrated Informational texts (e.g. biographies, historical fiction)
Use of high frequency words is expanded Inclusion of graphic features (diagrams/flowcharts) to
Illustrations provide moderate support reinforce information
Two-six lines of print
86-207 words Level 60
Informational texts, realistic fiction and tall tales
Levels 16-28 Biographies
Characters are either imaginary or animals with human Maps and timelines reinforce information
characteristics 1260-1719 words
Context builds a basis with which to compare/contrast Complex vocabulary and increased sentence length
other stories
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6 Trait Writing Information
Lexile Framework The Six Traits of Writing
Suggested Guidelines for Well developed writing examples display the following traits:
Assessing Text Difficulty and Ideas: The paper is clear in purpose and conveys ideas in an
Student Reading Ability interesting, original manner that holds the reader’s attention. Often,
the writing develops as a process of discovery for both reader and
Typical Reader Typical Text writer. Clear, relevant examples, anecdotes or details develop and
Grade 1 Level 200-400 200-350 enrich the central idea or ideas.
Grade 2 Levels 140-500 350-500
Organization: The writer organizes material in a way that enhances
Grade 3 Levels 330-700 500-750 the reader’s understanding, or that helps to develop a central idea or
Grade 4 Levels 445-810 620-910 theme. The order may be conventional or not, but the sequence is
Grade 5 Levels 565-910 730-960 effective and moves the reader through the paper.
Voice: The paper bears the unmistakable stamp of the individual
Lexile scores vary within tests and within grades. The writer. The writer speaks directly to the reader, and seems sincere,
Lexile Framework is one part of a comprehensive candid and committed to the topic. The overall effect is
assessment system. Students should be allowed to read individualistic, expressive and engaging; this paper stands out from
above their Lexile Level if they express interest and the others.
persistence in the subject. Word Choice: The writer consistently selects words that convey the
intended message in an interesting, precise and natural way. The
Measurement of Academic Progress (MAP) result is full and rich, yet not overwhelming; every word carries its
Spring Reading Screening (RIT values) own weight.
GRADE LEVEL Sentence Structure: The paper is fluid, and reads easily throughout.
2 3 4 5 It has an easy-on-the ear flow and rhythm when read aloud.
Grade Level Median 190 200 207 212 Sentences have a strong and rhetorically effective structure that
Gifted 209 218 225 230 makes reading enjoyable.
At Risk/Special Needs Conventions: The writer’s skillful use of standard writing
1 sd below grd mean 174 183 191 197 conventions (grammar, capitalization, punctuation, usage, spelling)
2 sd below grd mean 159 169 176 183 enhances readability. There are no glaring errors. In fact, while the
1 grd level below 179 188 198 205 paper may not be flawless, errors tend to be so minor that the reader
2 grd level below 169 179 188 198 can easily overlook them unless searching for them specifically.
(Deliberate, controlled deviations from convention-in dialogue, for
instance—are acceptable, provided they enhance the overall effect.)
126
Department of Student and Instructional Services 5123 Exhibit III (a)
SHEBOYGAN AREA SCHOOL DISTRICT
Grade Advancement for Kindergarten though 8th Grade
Academic Performance
C- or better in each subject area monitored quarterly Criteria
Obtained
Criteria not obtained On track for promotion
Teacher Recommendation
Teacher determines quarterly if the child is on track
for promotion or at risk of grade retention and in
need of an Academic Improvement Plan when Recommendation
considering the following: Obtained
* Status as a student with an IEP, a 504 On track for promotion
Plan, or ELL Programming
* Evidence child is working to ability (effort,
previous evaluations)
* At-risk Indicators (see back for list)
Recommendation not obtained
Academic Improvement Plan
Teacher is responsible for developing an Academic
Improvement Plan Quarterly AIP Review
* AIP team must include teacher and parent(s) and Teacher
* AIP may be developed as part of the Building Recommendation
Consultation Team process On track for promotion if:
* The student may be included in the AIP process
as appropriate * Student meets
* AIP is developed and submitted to the building academic performance
principal criteria
OR
Quarterly AIP Review and Teacher Recommendation Teacher recommends
promotion to next grade
Building Consultation Team level
Recommendation
BCT (including teacher and parent) make a
promotion decision that is in the best interest of the
student when considering retention research and the
following: Promotion
* WKCE performance –scores of proficient in 3 out
of 5 areas or basic in all 5 areas provide
th th
evidence for grade advancement (4 & 8
grades) Recommendation
* Evidence student is working to ability (effort, for
previous evaluations) Promotion
* Evidence student is making expected progress Obtained
toward IEP goals Promote to next grade
* Evidence student is making expected progress level – include statement
through ELL programming or a 504 plan of instructional
* Evidence student may have an educational recommendations
disability requiring an evaluation and promotion
decision by an IEP team
* Record of prior grade retention
* Other data as appropriate
Recommendation not obtained
Retain in current grade – include statement of
instructional recommendations
127
Exhibit of the Board of Education 5123 Exhibit III (b)
Sheboygan Area School District
Department of Student and Instructional Services
At-risk Indicators for Retention
Teachers may use their discretion in identifying children who are in need of an Academic
Improvement Plan. The following is a list of indicators that may be used to identify children who
are at-risk of failing at their current grade level and in need of an Academic Improvements Plan
(AIP).
1. Consistently does not show progress toward grade level benchmarks
2. Two or more grades of F within a quarter in academic classes
3. Inconsistent attendance which inhibits progress
4. Incomplete or missing work
5. Poor work quality
6. Assessments fail to show progress, (i.e. running records, district and classroom
assessments)
7. Skill attainment and/or content knowledge not progressing
8. Failure to show progress after parent contact
9. Overall Grade Point Average (GPA) below 1.67 (below a C-)
10. Recommendation of Building Consultation Team (BCT)
Exhibit Adopted: July 24, 2001 BOARD OF EDUCATION
Exhibit Revised: December 10, 2002 Sheboygan Area School District
Exhibit Revised: January 28, 2003 830 Virginia Avenue
JMB/JMS:mmm Sheboygan, Wisconsin 53081
128
Student and Instructional Services 5123 Exhibit II
SHEBOYGAN AREA SCHOOL DISTRICT
Academic Improvement Plan
Quarters
Student 1 2 3 4 (Please Circle)
School
Teacher Student Grade
Date
Parent Contact: (check one) mother father guardian other (specify)
Method of Contact: phone conference
The same AIP may be utilized for the length of the school year.
AIP’s can be incorporated into the BCT process.
For AIP’s utilized for more than one quarter, quarterly progress may be documented on
the original AIP form.
1. Please list courses with grades below "C-" or K-2 “Needs Improvement"
(Or attach copy of report card)
Grades
Course(s) Quarter 1 Quarter 2 Quarter 3 Quarter 4
2. Academic Improvement Plan
A. Instructional Goals(s) – actions needed to improve this student's achievement:
B. Strategies to Achieve Goals:
1. Student Strategies
come to class on time
bring necessary materials
complete homework
read daily for enjoyment
follow classroom rules
utilize self-monitoring strategies
See Reverse Side
129
5123 Exhibit II
2. Teacher Strategies
monitor daily homework journal
weekly progress reports
arrange after school tutoring/homework club
utilize Title I or other resource staff
consult with Building Consultation Team
arrange for YTY or other tutors
provide study guides or class notes
behavioral contracting or monitoring related to student strategies (see #1)
3. Home Strategies
monitor homework journal
provide structured time for homework
encourage daily reading
utilize community resources – list ideas parents may wish to consider:
C. Plan for Evaluation
review grades at next grading period
BCT review at mid-quarter
BCT review at next grading period
parent contact at mid-quarter
parent contact following grading period
parent-teacher (and student if appropriate) follow-up conference
(specify date)
Signatures:
Parent(s) Other
Teacher(s) Other
Student (if appropriate)
Adopted: July 24, 2001
Revised: January 28, 2003 BOARD OF EDUCATION
JMS/JMS:mmm Sheboygan Area School District
830 Virginia Avenue
Sheboygan WI 53081
130
NOVEMBER/DECEMBER
Monthly Instructional Mentor Checklist
Discuss:
Classroom holiday activities/district policies (pg. 128-129)
Working with children with special language needs (pg. 130-134)
Snow day procedures
Budget Requests
Share information about staff holiday party
Observation and feedback (implement peer coaching) (pg. 183-211)
Review Points to Ponder (pg. 179-180)
Teaching culturally diverse students
Review “The First Days of School” and share highlights with your mentor and
other peers.
Differentiated Instruction
131
POLICIES OF THE BOARD OF EDUCATION 6115 NC
INSTRUCTION
ELEMENTARY AND SECONDARY
SCHEDULES
CEREMONIES AND OBSERVANCES
The Sheboygan Area School District shall provide for proper observance of the following special
observance days in accordance with law, tradition, and practice.
January 15 Dr. Martin Luther King, Jr. Day
February 12 Lincoln’s Birthday
February 15 Susan B. Anthony’s Birthday
February 22 George Washington’s Birthday
April 13 American Creed Day
Last Friday in April Arbor Day
September 28 Frances Willard’s Day
October 9 Leif Erikson Day
October 12 Columbus Day
November 11 Armistice Day (Veteran’s Day)
(Also, if school is held on June 14, the day should be appropriately observed as Robert M.
LaFollete, Sr. Day.)
The administration, along with the teaching staff, shall be responsible for providing appropriate
activities for the observance of the above-specified days.
Legal Reference: Section 118.02 Wisconsin Statutes
Policy Adopted: July 15, 1980 BOARD OF EDUCATION
Sheboygan Area School District
830 Virginia Avenue
Sheboygan, Wisconsin 53081
132
POLICIES OF THE BOARD OF EDUCATION 6115.1
INSTRUCTION
ELEMENTARY AND SECONDARY
SCHEDULES
CEREMONIES AND OBSERVANCES
PLEDGE OF ALLEGIANCE
It is the philosophy of the Board of Education that patriotic observances of our country and state
shall be a part of the instructional program.
Every elementary, middle, and high school shall offer the Pledge of Allegiance or the National
Anthem in grades one to 12 each school day. The Pledge of Allegiance or the National Anthem
shall precede athletic events or other special events at the high school.
No student may be compelled, against the student's objections or those of the student's
parent(s) or guardian, to recite the pledge or sing the National Anthem.
See also policy 3519 Display of Flags.
Legal Reference: Wisconsin Statutes 118.06
Policy Adopted: May 15, 1984 BOARD OF EDUCATION
Revised: November 13, 2001 Sheboygan Area School District
JMB/JMS:mmm 830 Virginia Avenue
Sheboygan, Wisconsin 53081
133
ELL (English Language Learner)/Bilingual Terminology
LEP Limited English Proficiency
LEP Level 1 The student uses little or no English, ELL center student.
LEP Level 2 The student uses English words and sentences with difficulty and needs beginning
instruction in reading and other academics, ELL center student. These students
may be mainstreamed for certain classes.
LEP Level 3 The student uses English words and sentences fairly smoothly but needs support
for academics from ELL teacher and/or bilingual support person.
LEP Level 4 The student uses English very well orally but needs help from the ELL teacher to
support his/her progress in the content areas.
LEP Level 5 The student is working close-to-grade level at the elementary level and needs only
minimal support from the ELL teacher. At the middle and high school level these
students receive resource/tutorial support may be reading below grade level.
LEP Level 6 The student is exited from the ELL program.
Exit A term, which means the student performs in a successful way at school with no
extra help from an ELL teacher or a bilingual educational assistant. The family is
notified and the teacher and principal sign the student out of the ELL program.
Itinerant
Teacher The ELL teacher who provides language/content area support primarily for LEP
3, 4, and 5 students.
Center
Teacher The teacher who works primarily with LEP 1 and 2 students, but may support
LEP 2, 4, and 5 students.
Modified
Teacher The teacher who works primarily with LEP 3, 4, and 5 students.
Center
Classroom A classroom in which LEP 1 and 2 students receive the greater part of their
instruction.
Mainstream
Classroom The regular education class in which the ELL student is assigned and where
he/she receives part or all of his/her instruction.
134
Hmong Learning Styles
Mainstream Minority
Verbal Processing Visual Processing
Listen to Instruction See Then Do
Learning comes from Test or Observational Learning
Direct Verbal Instruction Learning by Example
Individual Work with Structured Tasks Work Best in Informal Group Settings
Instructional Strategies
1. Group work – cooperative learning
2. Peer tutoring
3. Student centered
4. Provide constant feedback
5. Offer hands on, direct experience models
Hmong Cultural Characteristics
1. The importance of family and friends, community, and personal qualities.
2. Respecting elders especially in one’s own family.
135
Suggestions for Working with Hispanic Children
1. Learn about the culture. Study and learn about the various Hispanic groups that you are
working with. Try and utilize some of what you learn in your instructional activities.
Stereotypes are likely to interfere with y our ability to work effectively with the children
and their families.
2. Call children by their right names. Check with the student what he or she likes to be
called. Try and watch your pronunciations as much as possible.
3. Work with the family. The family plays a very important role in the Hispanic cultures. It
is especially important to work with the family during any referral and evaluation
process. Recognize that the family may be very broad and include various extended
family members.
4. Recognize the concept of “hijo de crianza.” Occasionally someone other than the child’s
parent will be raising the child. Teachers and clinicians should be tolerant and
nonjudgmental of these and other living situations.
5. Refrain from using the child as an interpreter during a family conference. Undue strain
may be placed on the child, which is readily apparent. Such could lead to
misunderstanding and the receipt of distorted information.
6. Understand that to the Hispanic, the Anglo-American is the stranger (or foreigner).
Difficulty in establishing rapport may be encountered. A number of contacts with the
family may be necessary before permission for evaluations/placements is obtained.
Families may need to get to know you as a person before they allow you to become
involved with their children. Don’t hesitate to share information about yourself, family,
etc. This will only help in establishing your credibility, honesty, and reliability. Some
family may feel that school personnel will be prejudiced, arrogant, and lacking in
knowledge about their children. Staff who are patient, understanding, competent, and
tolerant will likely be able to diminish these feeling and help the family realize that the
child’s welfare is the concern of all involved.
136
Appropriate Strategies for Working with ELL Students
1. Adjust Language
a. Simplify vocabulary
b. Simplify syntax
c. Shorten sentences
d. Slow rate of speaking
e. Avoid slang, idioms, and acronyms
2. Use Concrete Referents
a. Relate what you are doing to student’s past experience
b. Use props, realia, and visuals
c. Provide models
d. Use examples and demonstration
3. Use the Following Communication Strategies
a. Repeat
b. Rephrase
c. Ask questions that require a physical response
d. Avoid yes/no questions
4. Use Cooperative Learning
a. Pair work
b. Group work
5. Make Learning Meaningful
6. Simplify and Minimize Written Instructions
7. Respect the Student’s Need to be Silent
a. Silent period in language acquisition
b. Shyness
c. Passive learners
8. Recognize that Eye Contact may be Considered a Sign of Disrespect
137
What Teachers Can Do for ELL/Bilingual Students in the Classroom
1. Rephrase your questions and the answers other children give so that LEP children have
more than one opportunity to understand what is said.
2. Change questions that require full content answers into questions that give the student a
simpler choice when you see the child is having trouble understanding.
3. Use plenty of visual aids, such as writing on the chalkboard, or giving demonstrations
where possible, to provide more than just an aural channel for comprehension.
4. Recycle your content so that children have multiple opportunities to understand what is
going on in the classroom.
5. Use synonyms frequently to ensure LEP children’s understanding.
6. Have children give directions to each other.
7. Have the children work together in p airs or small groups to complete workbooks or
worksheet exercises and to produce “collaborative” responses.
8. Ask students to read the questions together and help each other with spelling and correct
terms.
9. Vary the composition of the groups to put LEP and native speakers together sometimes
and for LEP children to work together sometimes.
10. Use comprehension checks questions, which require answers other than “yes” or “no”.
11. Attempt to establish that the learner is following what is being communicated.
138
Diversity in the Classroom
1. Parent communication is key to student success - just because the student speaks English
does not mean his parents do. Be sure to talk to the ELL teachers in you building to arrange
for translations either phone or written for all aspects of your class. This needs to be done in
a timely matter, in other words at the same time the English communication is made to
parents the translations should go out, not later. This requires some planning on the part of
teachers.
2. Understanding that minority students may come into the schools with different
expectations than monolingual English speakers. In some cases boys may get more support
from parents as far as academics are concerned than girls. Girls in many cases are expected
to come home right after school to help with housework, and care for younger siblings. This
limits after school participation in many activities. The cultural paradigm varies from culture
to culture, even within the same language group. The variation can be cause by education
social status and economic level.
3. Knowing about the student's home and cultural values will help you to understand the
student and meet their specific needs. You cannot be expected to know everything, but the
knowledge that the students are coming from different places where role, gender, values, and
even personal space are different than the mainstream can be very helpful. This knowledge
also helps in classroom management. Some of our students live at or below the poverty level.
They do not have a quiet place to study, a computer at home, or even parents that can read in
their own language. In some cases students do not have a bedroom, even to share. We must
remember that we can assume nothing.
4. Realizing children from different cultures may learn best in different ways than our
mainstream students, and using the teaching strategies necessary to meet these needs will
assure student success. One good way to assure student understanding is to make frequent
oral comprehension checks. Another is to access prior knowledge from their own country or
culture, and compare and contrast to ours.
5. Teaching minority children will involve you on a "deep culture" level. Deep culture is a
broad area. It includes values, male female roles, a definition of worth, social customs,
morals, religion, personal space and attitudes. Deep culture is not holidays, food or music,
yet these aspects of culture are fun to share and can be a positive way to involving minority
students in the school community. An example of deep culture is that in our culture we value
independence, education, personal wealth and accomplishment. In the Hispanic culture these
things are valued, but not to the same degree as personal character, honor, ethics, wisdom,
responsibility to each other and helping others.
6. Jim Cummins: It takes only 6 months to a year to acquire social English (Basic
Interpersonal Communication Skills), while it takes from seven to 10 years to acquire the
academic English (Cognitive Academic Language Proficiency), students need to be
successful in the classroom, and to compete equally with monolingual English speakers. The
social English can be deceiving, and teachers tend to think because students speak and play
well with other students they know English. The amount of time needed for academic
English acquisition is in great part responsible for the lack of academic progress we
sometimes see with ELL students, and also is responsible for the great amount of time many
ELL students spend as LEP 3's.
139
SOME KEY POINTS TO REMEMBER
1. Poverty is relative. If everyone around you has similar circumstances, the notion of poverty
and wealth is vague. Poverty or wealth only exists in relationship to known quantities or
expectations.
2. Poverty occurs in all races and in all countries. The notion of middle class as a large
segment of society in a phenomenon of this century. The percentage of the population that is
poor is subject to definition and circumstance.
3. Economic class is a continuous line, not a clear-cut distinction. In 1994, the poverty line
was considered $14,340 for a family of four. In 1994, 7% of the population made more than
$100,000 per year. Individuals are stationed all along the continuum of income; they
sometimes move on that continuum as well.
4. Generational poverty and situational poverty are different. Generational poverty is
defined as being in poverty for two generations or longer. Situational poverty is a shorter
time and is caused by circumstance (i.e., death, illness, divorce, etc.).
5. This work is based on patterns. All patterns have exceptions.
6. An individual brings with him/her the hidden rules of the class in which he/she was
raised. Even though the income of the individual may rise significantly, many of the patterns
of thought, social interaction, cognitive strategies, etc., remain with the individual.
7. Schools and businesses operate from middle-class norms and use the hidden rules of
middle class. These norms and hidden rules are not directly taught in school or in businesses.
8. For our students to be successful, we must understand their hidden rules and teach
them the rules that will make them successful at school and at work.
9. We can neither excuse students nor scold them for not knowing; as educators we must
teach them and provide support, insistence, and expectations.
10. To move from poverty to middle class or middle class to wealth, an individual must give
up relationships for achievement (at least for some period of time).
11. Two things that help one move out of poverty are education and relationships.
12. Four reasons one leaves poverty are: It’s too painful to stay, a vision or goal, a key
relationship, or a special talent or skill.
aha! Process, Inc.
140
SOME KEY STATISTICS ABOUT POVERTY
1. In the Unites States in 2001, the poverty rate for all individuals was 11.7%. For children
under the age of 18, the poverty rate was 16.3%, and for children under the age of six, the
rate was 18.2%.
2. There were 6.8% million poor families (9.2%) in 2001, up from 6.4 million (6.7%) in 2000.
3. The foreign-born population in the United States has increased 57% since 1990 to a total of
30 million. In 2000 one out of every five children under age 18 in the U.S. was estimated to
have at least one foreign-born parent. Immigrant children are twice as likely to be poor as
native-born children. Among children whose parents work fulltime, immigrant children are at
greater risk of living in poverty than native-born children (National Center for Children in
Poverty, Columbia University, 2002).
4. Regardless of race or ethnicity, poor children are much more likely than non-poor children to
suffer developmental delay and damage, to drop out of high school, and to give birth during
the teen years (Miranda, 1991).
5. Poverty-prone children are more likely to be in single-parent families (Einbinder, 1993).
Median female wages in the United States, at all levels of educational attainment, are 30 to
50% lower than male wages at the same level of educational attainment (TSII Manual, 1995,
based on the U.S. Census data, 1993). See 2001 U.S. census data on page 151.
6. Poor inner-city youths are seven times more likely to be the victims of child abuse or neglect
than are children of high social and economic status (Renchler, 1993).
7. Poverty is caused by interrelated factors: parental employment status and earnings, family
structure, and parental education (Five Million Children, 1992).
8. Children under age six remain particularly vulnerable to poverty. Children living in families
with a female householder and no husband present experienced a poverty rate of 48.9%,
more than five times the rate of children in married-couple families, 9.2% (U.S Bureau of the
Census, 2001).
9. The United States’ child poverty rate is substantially higher – often two or three times higher
– than that of most other major Western industrialized nations.
aha! Process, Inc.
141
Could you survive in poverty?
COMPLETE THE QUIZ:
Put a check by each item you know how to do.
1. I know which churches and sections of town have the best rummage
sales.
2. I know which rummage sales have ―bag sales‖ and when.
3. I know which grocery stores’ garbage bins can be accessed for
thrown-away food.
4. I know how to get someone out of jail.
5. I know how to physically fight and defend myself physically.
6. I know how to get a gun, even if I have a police record.
7. I know how to keep my clothes from being stolen at the Laundromat.
8. I know what problems to look for in a used car.
9. I know how to live without a checking account.
10. I know how to live without electricity and a phone.
11. I know how to use a knife as scissors.
12. I can entertain a group of friends with my personality and my stories.
13. I know what to do when I don’t have money to pay the bills.
14. I know how to move in half a day.
15. I know how to get and use food stamps or an electronic card for
benefits.
16. I know where the free medical clinics are.
17. I am very good at trading and bartering.
18. I can get by without a car.
aha! Process, Inc. (800) 424-9484
142
Could you survive in middle class?
COMPLETE THE QUIZ:
Put a check by each item you know how to do.
1. I know how to get my children into Little League, piano lessons,
soccer, etc.
2. I know how to set a table properly.
3. I know which stores are most likely to carry the clothing brands my
family wears.
4. My children know the best name brands in clothing.
5. I know how to order in a nice restaurant.
6. I know how to use a credit card, checking account, and savings
account – and I understand an annuity. I understand term life
insurance, disability insurance, and 20/80 medical insurance policy, as
well as house insurance, flood insurance, and replacement insurance.
7. I talk to my children about going to college.
8. I know how to get one of the best interest rates on my new-car loan.
9. I understand the difference among the principal, interest, and escrow
statements on my house payment.
10. I know how to help my children with their homework and do not
hesitate to call the school if I need additional information.
11. I know how to decorate the house for the different holidays.
12. I know how to get a library card.
13. I know how to use most of the tools in the garage.
14. I repair items in my house almost immediately when they break – or
know a repair service and call it.
aha! Process, Inc. (800) 424-9484
143
Could you survive in wealth?
COMPLETE THE QUIZ:
Put a check by each item you know how to do.
1. I can read a menu in French, English, and another language.
2. I have several favorite restaurants in different countries of the world.
3. During the holidays, I know how to hire a decorator to identify the
appropriate themes and itmes with which to decorate the house.
4. I know who my preferred financial advisor, legal service, designer,
domestic-employment service, and hairdresser are.
5. I have at least two residences that are staffed and maintained.
6. I know how to ensure confidentiality and loyalty from my domestic
staff.
7. I have at least two or three ―screens‖ that keep people whom I do not
wish to see away from me.
8. I fly in my own plane, the company plane, or the Concorde.
9. I know how to enroll my children in the preferred private schools.
10. I know how to host the parties that ―key‖ people attend.
11. I am on the boards of at least two charities.
12. I know the hidden rules of the Junior League.
13. I support or buy the work of a particular artist.
14. I know how to read a corporate financial statement and analyze my
own financial statements.
aha! Process, Inc. (800) 424-9484
144
Classroom Instruction that Works
Participants will learn ways to incorporate a variety of research-proven classroom
instructional strategies that increase student achievement.
Identifying Summarizing & Reinforcing Effort Homework &
& Providing
Similarities & Note Taking Recognition
Practice
Differences
Nonlinguistic Classroom Cooperative
Representations Instruction that Learning
Works
Setting Objectives Teaching Specific
Generating & Cues, Questions,
& Providing Types of
Testing & Advanced
Feedback Knowledge
Hypotheses Organizers
145
Research Based Strategies for Increasing Student
Achievement
Marzano, Pickering and Pollock
ASCD McREL 2001
Identifying Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition
Homework and Practice
Nonlinguistic Representations
Cooperative Learning
Setting Objectives and Providing Feedback
Generating and testing Hypotheses
Questions, Cues and Advance Organizers
View these as tools to do the job of educating children in ways that will increase their
achievement and enhance their learning. An important element to remember is to
know your tools. To understand their use and application. To know what tool to use
when. When a teacher is familiar and comfortable with these strategies, their use
becomes second nature when planning lessons and providing learning experiences for
their students.
Alone, these strategies may not create higher levels of student achievement, as they
are one part of effective pedagogy, the science of teaching.
Elements of Effective Teaching
Instructional Strategies
Management Techniques
Curriculum Design
Instructional strategies are not stand alone items, but are a significant part of the big
picture of what constitutes effective teaching and learning.
146
Identifying Similarities and Differences
Research and Theory
1. Presenting students with explicit guidance in identifying similarities and
differences enhances student understanding of and ability to use knowledge.
(teacher directed)
2. Asking students to independently identify similarities and differences enhances
student understanding of and ability to use knowledge. (student directed)
3. Representing similarities and differences in graphic or symbolic form enhances
student’s understanding of and ability to use knowledge.
4. Identification of similarities and differences can be accomplished in a variety of
ways. The identification of similarities and differences is a highly robust
activity.
Classroom Practice
Definitions
Comparing is the process of identifying similarities and differences between or among things
or ideas.
Classifying is the process of grouping things that are alike into categories on the basis of their
characteristics.
Creating metaphors is the process of identifying a general or basic pattern in a specific topic
and then finding another topic that appears to be quite different but that has the same
general pattern.
Creating analogies is the process of identifying relationships between pairs of concepts. In
other words, identifying relationships between relationships.
Comparing (Provide samples from text. Invite staff to share their work.)
Classifying (Provide samples from text. Invite staff to share their work.)
Metaphors (Provide samples from text. Invite staff to share their work.)
Analogies (Provide samples from text. Invite staff to share their work.)
Identifying Similarities and Differences
1e Designing Coherent Instruction
3a Communicating Clearly and Accurately
3b Using Questioning and Discussion Techniques
3c Engaging Students in Learning
3e Demonstrating Flexibility and Responsiveness
147
Summarizing and Note Taking
Summarizing
Research and Theory
1. To effectively summarize, students must delete some information, substitute
some information, and keep some information.
2. To effectively delete, substitute and keep information, students must analyze
the information at a fairly deep level.
3. Being aware of the explicit structure (organization) of information is an aid to
summarizing information.
Classroom Practice
The rule based strategy deletes trivial and redundant material. Substitutes terms such
as “flowers” for “daisies, tulips and roses”.
Summary frames are applications of generalization. The teacher supplies a series of
questions designed to highlight critical elements and specific information.
Narrative Frame
Topic-Restriction-Illustration Frame
Definition Frame
Argumentation Frame
Problem/Solution Frame
Conversation Frame
(Provide samples of each from text, pgs. 35-41)
Reciprocal teaching has four components: summarizing, questioning, clarifying and
predicting. (Provide figure 3-10, from text page 43)
Note Taking
Research and Theory
1. Verbatim note taking is, perhaps the least effective way to take notes.
2. Notes should be considered a work in progress.
3. Notes should be used as a study guide for tests.
4. The more notes taken, the better.
Classroom Practice
Teacher prepared notes provide students with a clear picture of what is important
and models how notes might be taken.
Different formats for notes should be introduced and varied as needed. i.e. outline or
webbing.
Combination notes combines the elements of outlines and webbing that result in
summary statement(s).
148
Summarizing and note taking are not just study skills, they can be effective learning
tools.
Summarizing and note taking
1a Demonstrating Knowledge of Content and Pedagogy
1e Designing Coherent Instruction
2b Establishing a Culture for Learning
3a Communicating clearly and accurately
3b Using Questioning and Discussion Techniques
3c Engaging Students in Learning
3e Demonstrating Flexibility and Responsiveness
149
Reinforcing Effort and Providing Recognition
(addresses attitudes and beliefs)
Reinforcing Effort
Research and Theory
1. Not all students realize the importance of believing in effort.
2. Students can learn to change their beliefs to an emphasis on effort.
Classroom Practice
Teaching About Effort
Students may not be aware of the importance of believing in effort. Teachers can
teach this by specifically teaching that effort and achievement are connected.
Personal stories and examples in literature and life can be used.
(figure 4.2, pg. 52 Effort and Achievement Rubric)
Keeping Track of Effort and Achievement
As part of teaching the belief in effort and making the connection, having students
track of their effort and resulting achievement will strengthen this connection and
reinforce the lesson.
Providing Recognition
Research and Theory
1. Rewards do not necessarily have a negative impact on intrinsic motivation
2. Reward is most effective when it is contingent on the attainment of some
standard of performance
3. Abstract symbolic recognition is more effective that tangible rewards
(figure 4.5, pg. 56 Guidelines for Effective Praise)
Classroom Practice
Personalizing Recognition
Pause, Prompt, and Praise
Concrete Symbols of Recognition
Reinforcing effort helps teach the lesson that the harder you try, the more successful
you are. Specific recognition for specific achievements improves achievement and
increases motivation.
Reinforcing effort and providing recognition
1b Demonstrating Knowledge of Students
1f Assessing Student Learning
2b Establishing a Culture for Learning
3a Communicating clearly and Accurately
3d Providing Feedback to Learners
150
Homework and Practice
(deepen understanding and skills about content already presented)
Homework
Research and Theory
1. The amount of homework assigned to students should be different from
elementary to middle to high school.
2. Parent involvement in homework should be kept to a minimum.
3. The purpose of homework should be identified and articulated.
4. If homework is assigned, it should be commented on.
Classroom Practice
1. Establish a homework policy. (it is not what you think, see pg. 64-65)
2. Design homework assignments that clearly articulate the purpose and outcome.
3. Vary the approaches to providing feedback.
Practice
Research and Theory
1. Mastering a skill requires a fair amount of focused practice. (learning line)
2. While practicing, students should adapt and shape what they have learned.
Classroom Practice
Charting accuracy and speed
Designing practice assignments that focus on specific element of a complex
skill or process
Planning time for students to increase their conceptual understanding of skills
or processes
Homework and practice are ways to provide students with opportunities to refine and
extend their knowledge. Teacher involvement in planning and providing specific
feedback is a key to making these effective instructional tools.
Homework and practice
1a Demonstrating Knowledge of Content and Pedagogy
1b Demonstrating Knowledge of Students
1c Selecting Instructional Goals
1e Designing Coherent Instruction
1f Assessing Student Learning (assessment of learning)
3b Using Questioning and Discussion Techniques
3c Engaging Students in Learning
3d Providing Feedback to Learners
3e Demonstrating Flexibility and Responsiveness
151
Nonlinguistic Representations
(generating mental pictures)
Research and Theory
1. A variety of activities produce non-linguistic representations.
… to produce pictorial images of knowledge in the minds of students, through graphic
representations, making physical models, generating mental pictures, drawing
pictures and pictographs and engaging in kinesthetic activity.
2. Nonlinguistic representations should elaborate on knowledge.
Classroom Practices
Creating Graphic Organizers (pages 75-80) (teacher models)
Descriptive patterns
Time-sequence patterns
Process/cause-effect patterns
Episode patterns
Generalization/principle patterns
Concept patterns
Using Other Nonlinguistic Representations
Making physical models
Generating mental pictures
Drawing pictures and pictographs
Engaging in kinesthetic activity
Creating nonlinguistic representations is underused as an instructional tool, although
it can help students understand content in a new way.
Nonlinguistic representations
1b Demonstrating Knowledge of Students
1d Demonstrating Knowledge of Resources
1e Designing Coherent Instruction
3a Communication Clearly and Accurately
3c Engaging Students in Learning
152
Cooperative Learning
(popular and if used well, it is powerful)
Research and Theory
Five Defining Elements of Cooperative Learning
Positive interdependence (sink or swim together)
Face-to-face promotive interaction (helping each other learn, applauding success and
efforts)
Individual and group accountability (each of us has to contribute to the group achieving its
goals)
Interpersonal and small group skills (communication, trust, leadership, decision making
and conflict resolution)
Group processing (reflecting on how well the team is functioning and how to function even
better)
1. Organizing groups based on ability levels should be done sparingly.
2. Cooperative groups should be kept rather small in size. (3-4)
3. Cooperative learning should be applied consistently and systematically, but not
overused.
Classroom Practice
Using a variety of criteria for grouping students
Informal, formal and base groups
Manage group size
Combining cooperative learning with other classroom structures
Cooperative learning is very flexible and can be used in a variety of ways in differing
situations. Can be a very powerful strategy.
Cooperative learning
1b Demonstrating Knowledge of Students
1e Designing Coherent Instruction
1f Assessing Student Learning
2a Creating an Environment of Respect and Rapport
2b Establishing a Culture for Learning
2c Managing Classroom Procedures
2d Managing Student Behavior
2e Organizing Physical Space
3c Engaging Students in Learning
4a Reflecting on Teaching
153
Setting Objectives and Providing Feedback
(establish a direction for learning)
Goal Setting
Research and Theory
1. Instructional goals narrow what students focus on.
2. Instructional goals should not be too specific.
3. Students should be encouraged to personalize the teacher’s goals.
Classroom Practice
Specific but (student) flexible goals
Contracts
Providing Feedback
Research and Theory
1. Feedback should be corrective in nature.
2. Feedback should be timely.
Classroom Practice
Criterion-referenced feedback (specific levels of knowledge and skill)
Feedback for specific types of knowledge and skill
Student-led feedback
Clear and focused objectives with a purpose coupled with timely and specific
feedback have positive effects on achievement.
Setting objectives and providing feedback
1a Demonstrating Knowledge of Content and Pedagogy
1c Selecting Instructional Goals
1e Designing Coherent Instruction
2b Establishing a Culture for Learning
3a Communicating Clearly and Accurately
3d Providing Feedback to Learners
154
Generating and Testing Hypotheses
(it’s not just for science anymore)
Research and Theory
1. Hypothesis generation and testing can be approached in a more inductive or
deductive manner. (Inductive thinking draws new conclusions using known
information. Deductive thinking uses general rules or logic.)
2. Teachers should ask students to clearly explain hypotheses and their
conclusions.
Classroom Practice
Using a variety of structured tasks to guide students through generating hypotheses
Systems analysis
Problem solving
Historical investigation
Invention
Experimental inquiry
Making sure students can explain their hypotheses and their conclusions
Provide students with templates for reporting their work
Provide sentence stems for students to aid in explaining
Students’ use of audio taped explanations
Provide rubrics for the student explanations
Science fair demonstrations and explanations
The cognitive skill of generating and testing hypotheses is not just for science
anymore.
Generating and testing hypotheses
1f Assessing Student Learning
2b Establishing a Culture for Learning
3a Communicating Clearly and Accurately
3b Using Questioning and Discussion Techniques
3c Engaging Students in Learning
155
Cues, Questions, and Advanced Organizers
(activating prior knowledge)
Cues and Questions
Research and Theory
1. Cues and questions should focus on what is important as opposed to what is
unusual.
2. “Higher level” questions produce deeper learning than “lower level” questions.
3. “Waiting” briefly before accepting responses from students has the effect of
increasing the depth of students’ answers.
4. Questions are effective learning tools even when asked before a learning
experience.
Classroom Practice
Explicit clues
Questions that elicit inferences
Analytic questions
Analytic skills
Analyzing errors
Constructing support
Analyzing perspectives
Advance Organizers
Research and Theory
1. Advance organizers should focus on what is important as opposed to what is
unusual
2. “Higher level” advance organizers produce deeper learning than the “lower
level” advance organizers.
3. Advance organizers are most useful with information that is not well organized.
4. Different types of advance organizers produce different results.
Classroom Practice
Expository Advance Organizers
Narrative Advance Organizers
Skimming as a form of advance organizer
Graphic advance organizers
156
Assisting students to think about new knowledge before experiencing it can improve
student achievement.
Cues, questions and advance organizers
1a Demonstrating Knowledge of Content and Pedagogy
1c Selecting Instructional Goals
1d Demonstrating Knowledge of Resources
1e Designing Coherent Instruction
2b Establishing a Culture for Learning
3a Communicating Clearly and Accurately
3b Using Questioning and Discussion Techniques
3c Engaging Students in Learning
3d Providing Feedback to Learners
157
JANUARY/FEBRUARY
Monthly Instructional Mentor Checklist
Discuss:
End of the semester procedures
Report cards/records day
Final grading
Retention policies
Spring programs/trips
Secondary school scheduling
Teaching strategies/learning styles (pg. 174-175)
Employee Assistance Program (EAP) (pg. 176-177)
Plan for second semester
Meeting with principal (optional)
Peer coaching observation and feedback (pg. 183-211)
Review Points to Ponder (pg. 179-180)
Use of community resources
Review “The First Days of School” and share highlights with your mentor and
other peers.
158
Differentiation of Instruction
is a teacher‟s response to learners‟ needs
guided by general principles of differentiation, such as
respectful ongoing assessment
tasks and adjustment
flexible grouping
etc.
Teachers can differentiate
Content Process Product
according to students‟
Readiness Interest Learning Profile
through a range of instructional and management strategies such as
multiple intelligences tiered lessons 4-MAT
jigsaw tiered centers varied questioning strategies
taped material tiered products interest centers
anchor activities learning contracts interest groups
varying organizers small-group instruction varied homework
159
varied texts group investigation compacting
varied supplementary materials orbitals varied journal prompts
literature circles independent study complex instruction
Etc. Etc. Etc.
160
AN OVERVIEW OF
DIFFERENTIATED
INSTRUCTION:
Responding to the Needs of All
Learners in the Classroom
161
THE DIFFERENTIATED
PHILOSOPHY
• Students vary in their readiness to learn, their interests, their styles
of learning, their experiences, and their life circumstances.
• The differences in students are significant enough to make a major
impact on what they need to learn, the pace at which they need to
learn, and the support they need from teachers and others to learn
well.
• Students will learn best when they are moderately challenged, but
not overwhelmed.
• Students will learn best when they can make connections to the
curriculum.
• Students will learn best when learning opportunities are engaging
and natural.
• Students are more effective learners when classrooms and schools
create a sense of community in which students feel significant and
respected.
• The central job of schools is to maximize the capacity of each
student.
• Distinguished teaching focuses on the essential understandings and
skills of a discipline, causes students to wrestle with profound
ideas, calls on students to use what they are learning in meaningful
ways, helps students organize and make sense of ideas and
information, and aids students in connecting the classroom with a
wider world.
FROM: ―Reconcilable Differences? Standards-Based Teaching and Differentiation‖ by Carol Ann
Tomlinson in Educational Leadership, September 2000
162
Out With The Old . . .
Traditional Classroom
• Student differences are masked or acted upon when problematic.
• Assessment is commonly done at the end of learning to see who
―got it.‖
• A relatively narrow sense of intelligence prevails.
• A single definition of excellence exists.
• Student interest is infrequently tapped.
• Relatively few learning profile options are taken into account.
• Whole-class instruction dominates.
• Coverage of texts and curriculum guides drives instruction.
• Mastery of facts and skills out-of-context are the focus of learning.
• Single option assignments are the norm.
• Time is relatively inflexible.
• A single text prevails.
• Single interpretations of ideas and events may be sought.
• The teacher directs student behavior.
• The teacher solves problems.
• The teacher provides whole-class standards for grading.
• A single form of assessment is often used.
FROM: The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson
163
In With The New
Differentiated Classroom
• Student differences are studied as the basis for planning.
• Assessment is ongoing and diagnostic to understand how to make
instruction more responsive to learners’ needs.
• Focus on multiple forms of intelligence is evident.
• Excellence is defined in large measure by individual growth from a
starting point.
• Students are frequently guided in making interest-based learning
choices.
• Many learning profile options are provided for.
• Many instructional arrangements are used.
• Students’ readiness, interests, and learning profiles shape
instruction.
• Use of essential skills to make sense of and understand key
concepts and principles is the focus of learning.
• Multi-option assignments are frequently used.
• Time is used flexibly in accordance with student need.
• Multiple materials are provided.
• Multiple perspectives on ideas and events are routinely sought.
• The teacher facilitates students’ skills at becoming more self-
reliant learners.
• Students help other students and the teacher solve problems.
• Students work with the teacher to establish both whole-class and
individual learning goals.
• Students are assessed in multiple ways.
FROM: The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson
164
Where Is This Coming
From?
The research related to how students learn says:
• Learning is more natural when students see the big picture,
understand the purpose of what they are doing, and grasp how
parts fit together.
• Learning is more natural when it is interesting and relevant to the
learner - when the learner sees a connection between the ideas and
his life.
• Learning is more natural when the learner feels empowered by
what is being learned and when what is being learned clearly has a
use and purpose.
• The brain likes pattern-laden learning experiences. Concepts and
principles or generalizations typically represent the building blocks
of meaning and patterns in an area of study.
• The brain learns better with sense-making activities rather than
rote-learning ones.
• The brain learns better with deep meaning than with surface
meaning. Therefore, it makes better sense to study fewer things
more broadly and deeply.
• Skills are mastered much more readily and deeply when they are
taught in meaningful and meaning-laden context than when they
are taught and practiced in isolation.
• Most of us retain only a few bits of information from even an
extended learning experience. Therefore, it is important to plan
teaching in such a way that we ensure that students learn what is
more powerful (useful, transferable, memorable, meaningful).
165
How Does Differentiation
Impact Students?
Students exposed to differentiated
instruction . . .
• think at higher levels
• see the connection between
effort and success
• are able to multi-task
• anticipate how to solve
problems, approach new tasks,
and handle challenges
• willingly collaborate with both
peers and adults
• are engaged by the learning
process
• feel self-confident and ―in
control‖
• are satisfied by the reward of
completing a task successfully
• expand their range of abilities
• set goals for themselves
• feel respected and supported
• manage their own behavior
• accept differences between
themselves and others
166
The Teacher’s Role
• Appreciate each child as an individual; model acceptance of
differences for students.
• Remember to teach whole children.
• Continue to develop expertise.
• Hold students to high standards, but offer them lots of ladders.
• Strive to engage and motivate students.
• Acknowledge and help students make sense of their own ideas.
• Provide students with clear road maps for individual learning.
• Encourage and celebrate student independence.
• Use positive energy and humor.
• Collaborate with students frequently; share responsibility for
structuring the learning with them.
• Be ever attentive to what constitutes powerful curriculum.
• Ensure students experience success and can connect it with hard
work.
• Demonstrate flexibility in attending to individual student needs.
• Address behavioral concerns through shared problem solving with
students.
• Encourage students to focus on personal growth versus competing
with peers.
167
Elements Of Effective
Curriculum Design
1. Identify Desired Results
What should students know, understand, and be able to do?
Key facts
Organizing concepts
Guiding principles
Associated attitudes
Essential skills
2. Determine Acceptable Evidence
How will we know if students have achieved the desired results and met the
standards? What will we accept as evidence of student understanding and
proficiency?
3. Plan Learning Experiences and Instruction
What background knowledge and skills will students need to perform
effectively and achieve desired results? What activities will equip students
with the needed knowledge and skills? What will need to be taught and
coached, and what is the best way to do it? What materials and resources are
best suited to accomplish these goals? Is the overall design coherent and
effective?
168
Where Does
Differentiation Fit In?
• Throughout the curriculum design process, individual
student differences and needs must be taken into
consideration.
• Teachers can differentiate content, process, and/or product
according to students’ readiness, interests, and learning
profiles.
169
Strategies For
Differentiating Content
• Provide texts and supplementary materials at varied reading levels.
• Reteach for students having difficulty.
• Offer extended teaching groups for advanced students.
• Use audiotapes and videotapes to supplement and support
instruction.
• Offer students choices on what to study.
• Use students’ questions and interests to guide instruction and
selection of materials.
• Demonstrate ideas or skills in addition to talking about them.
• Provide organizers to guide note taking.
• Build in opportunities for student reflection.
• Present in visual, auditory, and kinesthetic modes.
• Use applications, examples, and illustrations from a wide range of
intelligences.
FROM: The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson
170
Strategies For Differentiating
Process
• Use tiered activities (activities at different levels of difficulty, but
focused on the same key learning goals).
• Make task directions more detailed and specific for some learners
and more open or ―fuzzy‖ for others.
• Provide teacher-led mini-workshops on varied skills at varied
levels of complexity to support student work.
• Use flexible instructional grouping.
• Use a variety of criteria for success, based on whole-class
requirements as well as individual student readiness needs.
• Vary the pacing of student work.
• Design tasks that require multiple interests or the use of multiple
perspectives for successful completion.
• Encourage students to design or participate in the design of some
tasks.
• Balance competitive, collegial, and independent work
arrangements.
FROM: The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson
171
Strategies For Differentiating
Product
• Use tiered product assignments.
• Lead optional, in-class mini-workshops on various facets of
product development.
• Use similar-readiness critique groups during product development.
• Develop rubrics or other benchmarks for success based on both
grade-level expectations and individual student learning needs.
• Allow students to use a range of media or formats to express their
knowledge, understanding, and skill.
• Provide opportunities for students to develop independent inquiries
with appropriate teacher or mentor guidance.
• Encourage students to work independently or with partner(s) on
product development.
FROM: The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson
172
Sample Unit Schedule
Days 1 & 2 Whole-class instruction on key concepts and terminology
Days 3 & 4 Class moves to work individually and in small groups on
new material through tiered lessons.
Day 5 Class shares information as a whole group to clarify and
refine ideas.
Days 6 & 7 Tiered lessons.
Day 8 Class moves together to share and clarify.
Days 9 – 12 Explore and extend knowledge through tiered lessons,
centers, independent research, and contracts. Skill
development through flexible grouping, tiered lessons,
centers, or contracts.
Days 13 & 14 Students share what they’re learning. New information
given to complete the unit and begin work on products.
Days 15 – 19 Students complete work on differentiated activities and
work on products.
Days 20 – 24 Final review of material, final assessment, and sharing of
student products.
FROM: Dr. Kathie Nunley’s Layered Curriculum Web Site for Educators
173
Getting Started
Start small—try one new idea or strategy at a time and select one
curricular area to differentiate, not your whole curriculum.
Acknowledge what you already do.
Differentiate current units and activities.
Talk with students about the fact that we all learn differently; help
them to understand that assignments don’t have to be the same to be
fair.
Break students in slowly with brief tiered activities—grow from
there.
Set behavioral guidelines and discuss them with students.
Arrange your classroom for group work.
Establish routines for distributing and collecting materials and for
turning in work.
Discuss with students what to do when they finish a task early.
Think through tasks ahead of time, and prepare and organize
materials.
Keep families informed.
REFLECT
FROM: Differentiating Instruction in the Regular Classroom by Diane Heacox, Ed. D.
174
Essential Principles Of
Differentiation
Principle 1: Good curriculum comes first
Principle 2: All tasks should be respectful of each learner
Principle 3: When in doubt, teach up!
Principle 4: Use flexible grouping
Principle 5: Become an assessment junkie
Principle 6: Grade for growth
175
What’s In A Layer?
C Layer:
Basic knowledge, understanding; builds on current level of
core information
B Layer:
Application or manipulation of the information learned;
problem solving or other higher level thinking tasks
A Layer:
Critical thinking and analysis; highest and most complex
thought
176
Classroom Practices Inventory
Use this inventory to look at what you are already doing in your classroom to differentiate
instruction. Mark an ―X‖ on each line to show where your current teaching practices lie on the
continuum.
Traditional classroom: Differentiated classroom:
Covering the curriculum is my first priority I base my teaching on students’ learning
and directs my teaching. needs as well as on the curriculum.
Learning goals remain the same for all Learning goals are adjusted for students based
students. on their needs.
I emphasize critical and creative thinking and
I emphasize mastery of content and skills. the application of learning.
I match students to specific informational
Students use the same informational resources resources based on their learning needs and
(books, articles, Web sites). abilities.
I use several instructional formats (for
example, whole class, small groups, partners,
I primarily use whole-class instruction. individuals).
As appropriate, I group students for
I tend to group students heterogeneously. instruction based on their learning needs.
All students move through the curriculum The pace of instruction may vary, based on
together and at the same pace. students’ learning needs.
As appropriate, I give students opportunities
All students complete the same activities. to choose activities based on their interests.
Continued
From Differentiated Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3-12 by Diane
Heacox, Ed. D., copyright 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page
may be photocopied for individual, classroom, or small group work only.
177
Classroom Practices Inventory continued . . .
Traditional classroom: Differentiated classroom:
I use a variety of instructional strategies (for
I tend to use similar instructional strategies example, lectures, manipulatives, role plays,
day to day. simulations, readings).
Students complete different activities based
All students complete all activities. on their needs or learning preferences.
I use methods for testing out of work and for
All students are involved in all instructional compacting (speeding up, eliminating,
activites. replacing) work, as appropriate.
My enrichment work demands critical
My enrichment work provides more content and/or creative thinking and the production
or more application of skills. of new ideas, thoughts, and perspectives.
In reteaching, I use a different instructional
In reteaching, I provide more practice using method from the one I used to teach the
a similar instructional method. material the first time.
My reteaching activities typically involve
lower-level thinking—knowledge and My reteaching activities demand higher-
comprehension—to reinforce basic skills level thinking while reinforcing basic skills
and content. and content.
Before beginning a unit, I use preassessment
I assume that students have limited or no strategies to determine what students already
knowledge of curriculum content. know.
I use ongoing assessment to check students’
I usually assess students’ learning at the end learning throughout an instructional
of an instructional sequence. sequence.
I typically use the same assessment tool, I allow for learner differences by providing
product, or project for all students. a variety of ways to show learning.
From Differentiated Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3-12 by Diane
Heacox, Ed. D., copyright 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page
may be photocopied for individual, classroom, or small group work only.
178
PSYCHOLOGY FOR KIDS
What’s Your Learning Style???
To learn, you depend on your senses to bring information to your brain. Most people tend to use
one of their senses more than the others.
Some people learn best by listening. They are called auditory learners. Other people learn best by
reading or seeing pictures. They are called visual learners. Still others learn best by touching and
doing things. They are called kinesthetic learners.
Knowing your learning style may help you learn. It may also explain why some things don’t
make sense to you.
For these questions, choose the first answer that comes to your mind. Don’t spend too much time
thinking about any question.
1. Which way would you rather learn how a computer works?
a. Watching a movie about it
b. Listening to someone explain it
c. Taking the computer apart and trying to figure it out for yourself
2. Which would you prefer to read for fun?
a. A travel book with a lot of pictures in it
b. A mystery book with a lot of conversation in it
c. A book where you answer questions and do puzzles
3. When you aren’t sure how to spell a word, which of these are you most likely to do?
a. Write it out to see if it looks right
b. Sound it out
c. Write it out to sense if it feels right
4. If you were at a party, what would you be most likely to remember the next day?
a. The faces of the people there, but not the names
b. The names but not the faces
c. The things you did and said while you were there
5. How would you rather study for a test?
a. Read notes, read headings in a book, look at diagrams and illustrations
b. Have someone ask you questions, or repeat facts silently to yourself
c. Write things out on index cards and make models of diagrams
6. When you see the word ―d-o-g,‖ what do you do first?
a. Think of a picture of a particular dog
b. Say the word “dog” to yourself silently
c. Sense the feeling of being with a dog (petting it, running with it)
7. What do you find the most distracting when you are trying to concentrate?
a. Visual distractions
b. Noises
c. Other sensations like hunger, tight shoes, or worry
179
8. How do you prefer to solve problems?
a. Make a list, organize the steps, and check them off as they are done
b. Make a few phone calls and talk to friends or experts
c. Make a model of the problem or walk through all the steps in your mind
9. Which are you most likely to do while standing in a long line at the movies?
a. Look at the posters advertising other movies
b. Talk to the person next to you
c. Tap your foot or move around in some way
10. You have just entered a science museum. What will you do first?
a. Look around and find a map showing the locations of the exhibits
b. Talk to a museum guide and ask about the exhibits
c. Go into the first exhibit that looks interesting, and read directions later
11. When you are angry, which are you most likely to do?
a. Scowl
b. Shout or “blow up”
c. Stomp off and slam the doors
12. When you are happy, what are you most likely to do?
a. Grin
b. Shout for joy
c. Jump for joy
13. Which would you rather go to?
a. An art class
b. A music class
c. An exercise class
14. Which of these do you do when you listen to music?
a. Daydream (see images that go with the music)
b. Hum along
c. Move with the music
15. How would you rather tell a story?
a. Write it out
b. Tell it out loud
c. Act it out
16. Which kind of restaurant would you rather not go to?
a. One with the lights too bright
b. One with the music too loud
c. One with uncomfortable chairs
The answers indicate:
A’s – Visual
B’s – Auditory
C’s – Kinesthetic
It is not uncommon to use different learning styles for different tasks.
180
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North America. We provide confidential,
quality services to help employees and
their families successfully meet home and
workplace challenges.
The Aurora EAP: A free benefit for you and As part of Aurora health Care, the
your family Employee Assistance Program is
Your employer pays for this service. If you or your committed to enhancing the well-being and
family member need assistance beyond the scope quality of life of the diverse populations we
of the EAP, you will be referred to appropriate serve through an integrated network of
resources. providers addressing the full spectrum of
family and workplace needs.
Our Promise to You
Aurora Health Care is a community-owned,
Your privacy is protected in accordance with both
non-profit health care system dedicated to
federal and state laws regulating mental health
promoting health, preventing illness, and
and medical treatment records. The Aurora EAP
providing state-of-the-art diagnosis and
makes every effort to protect your privacy and
treatment, whenever and wherever we can
ensure that your participation in the program is
best meet individual and family needs.
completely confidential.
Program Access
Aurora Employee Assistance Program Healthy
Call 1-800-236-3231 and identify yourself as an For confidential help, call
employee of this company. Your family members 1-800-236-3231 Solutions for
may do the same. Our goal is to insure that your
use of the EAP will be convenient, timely, and
www.Aurora.org/eap Life
effective.
The Aurora Employee Assistance Program has
locations throughout Wisconsin, the United States Aurora Health Care ®
and Canada.
Aurora Health Care ®
www.AuroraHealthcare.org/goto/eap
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Welcome to Aurora’s Premier How it Works Specialized Work Life Services
Employee Assistance Help begins as soon as you make the first call for Child Care Consultation,
Program (EAP) assistance. An EAP specialist will listen to your Information and Referral. Our
The Aurora EAP has been serving concerns and ask you relevant questions. Based experts can guide you through the
employees and families for more on your needs, we will immediately: array of options and help you choose
than 18 years. Our dedicated team connect you with a professional EAP counselor, the most appropriate resources for
of professionals is committed to schedule an assessment, or you and your child.
helping you find healthy solutions link you with a specialist in one of our work-life
Elder Care Information and Referral.
for life: solutions that can help you services.
The demands of caring for an aging
and your family deal with
If a telephone or in-person assessment is relative can be overwhelming. Our
complications of your busy lives,
indicated, the EAP assessment counselor may specialists can assess your situation
solutions that get results – quickly,
offer a variety of suggestions such as referral to a and connect you with the right support
conveniently and confidentially.
support group, community resource or counseling. services for you and your loved ones.
Sometimes the assessment counselor’s
Finding a Better Way Budget and Debt Management
suggestions may be all that is needed to help you
Life is filled with change and Services. Our certified credit
resolve your concerns.
uncertainty. The responsibilities counselors can help you take control
and demands on our time can be When to Use the Aurora EAP of your finances, whether you need
overwhelming. It happens to all of This varies with each individual. Generally, it is guidance in developing a budget or a
us. Calling the Aurora Employee wise to seek help when a problem: repayment plan to help you get and
Assistance Program can be the first occupies too much of your time, stay out of debt.
step towards taking charge of a interferes with normal activities, or Legal Consultation. If you need legal
situation that is affecting your persists for more than two-three weeks. information or guidance, your EAP will
health and well-being. arrange a phone consultation with an
Typical concerns may include:
Adult stresses such as relationship issues, experienced attorney who will evaluate
Eligibility your situation and offer solutions.
The Aurora EAP is available to workplace concerns, anxiety and depression
employees and family members Marital conflict
residing in the household. Parent/child problems
Childhood stresses such as difficulty with
school or peers
Alcohol or drug abuse: yours or a family
member’s
Divorce
Financial pressures
Caring for aging parents
Balancing work and family
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MARCH/APRIL/MAY/JUNE
Monthly Instructional Mentor Checklist
Discuss:
Contract signing
Classroom inventories
Year-end activities, awards
Strategies for the final weeks of school
Year-end reports
Transfer possibilities
Year-end cumulative folder information
Summer school referrals
Meeting with principal (March and June)
Observation and feedback (pg. 183-211)
Review Points to Ponder (pg. 179-180)
Testing
CELEBRATE
Review “The First Days of School” and share highlights with your mentor and other
peers.
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POINTS TO PONDER
Readying the Learning Environment
1. Provide appropriate instruction, making sure no one sees himself or herself as a ―dummy‖.
2. Minimize unhealthy competition among students.
3. Personalize instruction in fact as well as in claim.
4. Solicit pupil interests as legitimate subjects to be studied.
5. Provide appropriate materials and methods of instruction.
6. Manage to have a pleasant and cheerful classroom setting.
7. Enlist the pupils in frequent campaigns to improve the classroom environment.
8. Help your pupils establish personal achievement goals.
9. Guarantee your pupils a relevant instructional program.
10. Allow for maximum self-directed learning.
11. Consider using contracts with pupils to improve performance and/or behavior.
12. Rearrange your classroom furniture.
13. Provide ample encounters with success.
Managing Classroom Routines
1. Provide a lot of physical involvement in learning.
2. Allow for different learning modalities to be served.
3. Solicit pupil suggestions daily and put them to use.
4. Use a signal system to help pupils remember.
5. Make all expectations perfectly clear.
6. Move freely about the classroom and interact with everyone.
7. Maintain eye contact with all students at their own level.
8. Provide an alternation of high-energy and low-energy activities.
9. Develop group pride in your class’ uniqueness and identity.
10. Keep your class members aware of the uniqueness of every individual.
11. Vary your voice as you address different groups.
12. Give all students an equal chance to participate.
13. Encourage pupils to undertake responsibility for their own welfare.
14. Move briskly through the day.
15. Change activities before interest starts to lag.
16. Use pupils’ names liberally during group interactions.
17. Overprepare to keep pupils’ attention engaged.
18. Solicit student input into selected problems.
19. Reduce your classroom rules to an absolute minimum.
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20. Redirect the attention of those pupils whose actions are wandering from the task.
21. Catch your students being good.
22. Use examples of positive reinforcement instead of negative ones.
23. Plan strategies to deal with aggressive behaviors.
24. Incorporate behavior modification techniques for problem cases.
25. Change your location in the classroom itself.
Coping with Individuals
1. Confer with parents before problems escalate.
2. Confer with colleagues who are also familiar with the pupil.
3. Maintain anecdotal records on pupil behavior.
4. Ask the student to keep a log or a diary.
5. Use video or audio taping to analyze the setting and the pupil responses.
6. Assess pupils diagnostically rather than for group comparisons.
7. Provide appropriate resource areas and special materials.
8. Approach each pupil fresh each day.
9. Ask pupils to think of reasons for their misbehavior.
10. Ask pupils to tell how they felt while misbehaving.
11. Ask pupils to describe the situation from the other person’s point of view.
12. Require appropriate compensatory actions for misdeeds.
13. At times, let the offender help decide appropriate consequences.
14. Provide frequent reminders and ignore much of what you see.
15. Plan as carefully a punishment as you would plan any other learning activity.
“111 Alternatives to Abusive Discipline” was compiled by Hal Malehorn of Eastern Illinois
University
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50 Tips on Motivating Students
1. Know your students and use their names 16. Use words that are highly descriptive;
as often as possible. give lots of examples.
2. Plan for every class; never try to wing it. 17. Accept students’ ideas and comments,
even if they are wrong; correct in a
3. Pay attention to the strengths and
positive manner.
limitations of each of your students.
Reward the strengths and strengthen the 18. Maintain eye contact and move toward
weak spots. your students as you interact with them;
be sure to nod your head to show that
4. Set your room in a U-shape to encourage
you are hearing what they say.
interaction among the students.
19. Give lots of positive feedback when
5. Send lots of positive messages with
students respond, offer their ideas,
posters, bulletin boards and pictures.
perform a task correctly, come to class
6. Be sure that your classroom is on time, bring their materials to class.
comfortable; check the air circulation,
20. Foster an active student organization.
temperature, lighting and humidity.
21. Use appropriate humor in your teaching
7. Keep the laboratory well organized and
and in tests, to relieve anxiety.
efficient.
22. Post program-related cartoons, and use
8. Vary your instructional strategies; use
them on overheads and in handouts.
illustrated lectures, demonstrations,
discussions, computers, tutoring, 23. Provide opportunities for the students to
coaching and more. speak to the class.
9. Review the class objective each day. Be 24. Be available before class starts, during
sure the students see how the entire break, and after class to visit with
program moves along. students who wish to see you.
10. Make your instruction relevant. Be sure 25. Return assignments and tests to students
your students see how the content relates ASAP. Be sure to make positive
to them and the world of work. comments and suggestions.
11. Open each presentation with an 26. Teach by asking lots of questions during
introduction that captures the interest of introductions, presentations,
your students. demonstrations, and laboratory work.
12. Move around the room as you teach; 27. Plan laboratory activities so that all of
walk energetically and purposefully. the necessary tools, equipment and
materials are available when the students
13. Be expressive with your face - SMILE!
are ready to use them.
14. Put some excitement into your speech;
28. Give the students an opportunity to
vary your pitch, volume and rate.
participate in the organization and
15. Use demonstrative movements of the management of the classroom.
head, arms, and hands; keep your hands
29. Be aware of those students requiring
out of your pockets.
assistance, and then see that they get it.
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Analyzi
ng
perspect
ives
30. Maximize the use of time so that the 41. Praise students in front of the class;
students keep busy with productive, reprimand them in private.
relevant activities. 42. Explain why rules are used, why
31. Be a model of the work ethic in your activities are important, and why some
dress, language, support of the school requests must be denied.
and respect for the profession. 43. Involve all of your students in your
32. Be consistent in your treatment of teaching.
students. 44. Provide clear directions for program
33. Make sure that your tests are current, activities and assignments.
valid and reliable. They must be based 45. Plan around 15-30 minute cycles -
on your curriculum objectives. students have difficulty maintaining
34. Organize a ―student of the month‖ attention after a longer period of time.
award. 46. Provide opportunities for the students to
35. Invite parents, advisory committee read alone and in a group.
members and school administrators to 47. Make home visits (in the summer) for
visit your program for special activities. new students entering your program.
36. Plan relevant study trips out of the 48. Send ―happy-grams‖ home to parents
school. periodically.
37. Bring a dynamic subject matter expert 49. Use task and job sheets to help students
into your program. remember the steps to perform skills.
38. Recognize appropriate behavior and 50. Be enthusiastic about yourself, your
reward it on a continuing basis. students, and your profession.
39. Use a surprise - an interesting film,
special break, or similar activity - to By Richard Sullivan and Jerry Wircenski
reward the class for good behavior.
40. Use games and simulations to spark
interest, provide a break in the routine,
and to supplement a unit in your
curriculum.
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