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Children First Supervisor Guide

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					Children First Site – Student Supervisor Toolkit
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Table of Contents
                                              Overview
Introduction………………………………………………………………………………………………………………………………………………..2
What to Expect/How to Prepare………………………………………………………………………………………………………………….3
Messaging to Students………………………………………………………………………………………………………………………………...4
                                       Classroom Management
Classroom Management 1 Pager…………………………………………………………………………………………………….……………5
Classroom Procedures………………………………………………………………………………………………………………………………….6
Day One- Setup…………………………………………………………………………………………………………………………………………….7

                                      Sample Schedules
               nd
Primary: Prek-2 Grade……………………………………………………………………………………………………………………………….8
               rd th
Intermediate: 3 -8 …………………………………………………………………………………………………………………………………….10
High School………………………………………………………………………………………………………………………………………………….13
                                        Resource Lists
Computer Lab……………………………………………………………………………………………………………………………………………..15
Physical Education………………………………………………………………………………………………………………………………………16
Journal Prompts………………………………………………………………………………………………………………………………………….17

                                            Support for Diverse Learners
English Language Learners………………………………………………………………………………………………………………………….19
Students with Disabilities……………………………………………………………………………………………………………………………20
Students in Temporary Living Situations…………………………………………………………………………………………………….21
Medically Fragile Student Populations……………………………………………………………………………………………………….22




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                                                        Introduction
You have been assigned as a Student Supervisor at a Children First site. In this role, you will provide a safe classroom
environment for students by leading and directing them in non-instructional activities. All Children First sites will be
managed by a Site Leader who will serve as the “principal” of the building. Your Site Leader will provide you with all
specifics regarding your particular site, including procedures for your site, information about how to access materials etc.
Everything; including conditions, materials, and operating procedures , will vary greatly from site to site and extenuating
circumstances (number of students, number of staff) could fluctuate daily within sites, so it is extremely important that you
remain flexible and adapt to directives and updates from your Site Leader.

When you arrive at your school site, you will meet with the administrative team who will give you explicit instructions and
schedules for the day. Your Site Leader will provide you with a “School Quick Facts” one-pager like the one below.

It is possible that your site will restructure the day to provide for large group activities, or that they will have planned
activities ready to go for you. Again, you will need to be flexible. However, this guide is created to prepare you for planning
and directing the entire day for your students if necessary.



                                                         School Quick Facts
        School Name:
        Key Contacts (Names, Phone numbers):
        Breakfast plan (where will students pick up, where will they eat):
              o Pick up location:
              o Eat in cafeteria or classroom?:
        Supplies
              o You’ll find the following in classrooms:
              o Please bring the following:
              o If you need more, please do the following:
        Books
              o Books available in the Classroom (yes or no)?
              o Process for checking out books from the resource room/library:
        Bathrooms
              o Guidelines:
        Building Features/hazards to note
              o Sections of the building where students could be lost/at risk:
        Problem Escalation
              o Severe behavioral issues protocol:
              o Health emergencies:
        Emergency Exit Plan
              o Basic plans by floor/section:
        Dismissal
              o Where to bring students:
              o What to do if students are not picked up:


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                                       What to Expect/How to Prepare:
    What to wear: Dress in comfortable, but business casual clothing, especially comfortable shoes. Please remember
     that many schools are NOT air conditioned. Wear a watch- your room may not have a functioning clock, and you
     need to monitor time in the hallways.
    Food/Drink: You will need to bring your own breakfast and lunch. Please note that you cannot rely on access to
     refrigerators or microwaves while you are supervising students.
    Personal Items: Keep personal items to a minimum. It is possible you will be able to lock purses etc. in the
     classroom, but that option may not be available.
    Schedule: Children First Sites are operational for students from 8:30-12:30 . However, you should be sure to arrive
     as early as possible (as directed by your Site Leader) to ensure you have enough time to set-up and prepare. After
     12:30, you will also likely have responsibilities including: attending site staff meetings, monitoring students who
     are still on site “after hours”, or preparing/planning for the following day’s activities.
    What to bring: Materials will vary from site to site. Site leaders will do their best to provide basic classroom
     materials for each supervisor. However- we strongly recommend equipping yourself with basic supplies :
          o Basic Supply List:
                      Pack of pens (~30)
                      Pack of sharpened pencils (~30)
                      Notebook paper
                      White paper
                      Read Aloud books (any books you have access to that you could use for read aloud.)
                      Clipboard (to hold onto your class roster, incident forms,)

        o    Additional Supply List
                   Art supplies (crayons, markers, construction paper , tape)
                   Personal pencil sharpener
                   Stickers or other small inexpensive incentive items
                   Copies of puzzles, games, activities, packets
                   Independent reading books
                   Post it notes
                   Copies of short stories or poems that you can duplicate for each student
                   Puzzles, games
                   Supplies for games during Physical Education
                   Old copies of magazines, newspapers
                   Poster paper and tape (you can prepare poems, passages, classroom rules, etc. ahead of time on
                      poster paper )
                   Timer/stopwatch

    What to prepare ahead of time:

         o    Internalize classroom management one-pagers
         o    Determine your classroom procedures, and practice explaining them
         o    Create your Day One sample schedule of activities (make it as grade-band neutral as possible)
         o    Determine your supply list, collect materials
         o    Attend trainings



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Making Students Feel Comfortable:

Remember that most of your students will be in an unfamiliar environment, and most will not know each other. Students
may feel nervous and uncomfortable, so it is important that you create a structured environment where they feel safe. You
can do this by appearing confident and calm, by being firm but friendly. You can also accomplish this by writing out a
general schedule on the board, so students know there is a structure, and have a sense of what is coming next.

Younger Students: with younger students, this nervousness might exhibit itself with students becoming shy, or students
crying or shutting down. Be sure to look out for students who are having a hard time working with others or participating.

Older Students: Older students will also feel nervous, but they might exhibit these feelings by acting out, or making fun of
other students. Cooperative activities might become difficult among students who do not know each other. Be sure to
create times in the schedule where students can work independently (or a few independent activities you pull out if the
cooperative activities are not going well.) Whenever students are working together in groups, monitor their conversations
to make sure that they treating others with respect.




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                                            Classroom Management 1-pager

Rule #1: Create a climate of respect
1. Communicate positively on first contact
             a. Be welcoming!
             b. Greet students warmly as they enter the classroom; shake hands; make eye contact
2. Communicate with words
             a. Use even and respectful tone of voice; do not yell, threaten, or insult, even if joking
3. Communicate with body language
             a. Use your position in classroom
             b. Use eye contact: smile!

Rule #2: Plan ahead, create structure
Remember STOIC:
S—Structure; T—Teach expectations; O—Observe; I—Interact Positively; C—Correct Fluently

Structure—Create routines for (see next page for suggestions):
      Entering class
         Transitioning between activities
      Getting your attention
      Moving through hallways
Teach—students need explicit instruction on your expectations
      Review
      Give verbal example
      You be the example
      A student is the example
      All students practice
      Repeat as needed; daily review is good
Observe Actively—Continually monitor if students are meeting expectations
      Circulate – move around the room while giving instructions and during activity
      Visually scan – look around the room and make eye contact or use hand signals (thumbs up, head nod) to
         communicate “good work” to those meeting your expectations
      Continuously model (demonstrate) friendly, respectful behavior.
Interact Continuously—Effective feedback:
      Quick and accurate—don’t over-talk
      Specific—don’t just say “good job”
      Contingent—based on behavior
      Age-appropriate for the student
      Reasonably private
Correct--Always respond:
      Limit to 15 second one-way communication
      Give statement of desired behavior.
      Don’t ask if the student was misbehaving. Could result in argument.
      Deliver reminder calmly and slowly – lower your voice and say name.
      Keep the message brief and deliver when physically close by the student (within 3-4 feet). Do not invade the
         student’s personal space.
      Move away from the student 1-2 seconds before finishing. If you don’t, you may invite a negative response
      If possible, deliver reminder privately without having an audience of other students

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                                          Classroom Procedures 1-pager

       Event/Action                                                         Suggestion
  Moving through the halls                 PK-3: Separate boys, girls lines, Students cross arms over chests as they walk
                                            silently. Appoint a line monitor. Have students practice, redo if they are not
                                            meeting expectations.
                                           4-8: Separate boys, girls lines; Students walk quietly with hands to the sides.
                                            Have students practice, redo if they are not meeting expectations.
                                           Give students explicit stopping points. “Walk to the third doorway and stop”.
                                            “Walk one flight of stairs, stop at the bottom step”
  Getting student attention                Raise your hand and wait for all students to raise theirs
                                           Clap once if you can hear me
                                           1, 2, 3, eyes on me
   Students getting teacher                Raise hand
           attention
Transitioning to a new activity          Use attention signal
                                         Indicate transition will occur
                                         Give students time to transition
                                         Conclude activity when requested
                                         Put activity items away
                                         Begin next activity (indicate on board so you don’t have to repeat)
         Cleaning up                     Use attention signal
                                         Indicate clean up will occur
                                         Define voice level allowed
                                         Define steps and assignments for clean up – do all students do the same job or
                                          are there specialized jobs?
                                       Define what students should begin doing when they finish clean up (indicate
                                          on board so you don’t have to repeat)
      Working in groups                Use attention signal
                                       Review expectations for working in groups that you taught earlier
                                       No more than 4 people in a group
                                       Share materials
                                       Define voice level allowed
          Lining up                    Use attention signal
                                       Wait until you have all students’ attention
                                       Dismiss students to the line in small groups
                                       Define voice level allowed
                                       Create two silent lines within your classroom, and quickly transition them into
                                          the hall- clearly stating where you would like the line leaders to stop.
  Moving in the classroom            Define when students are allowed to move
                                          o Pencil sharpening
                                          o Getting Kleenex
                                          o Moving within a group
                                     Define voice level allowed during movement
                                     Define how to move respectfully – no touching other people or their desk or
                                      properly, no disruptive noises, etc.



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                                      Day ONE: Setting up your Classroom
  Write out a “Do Now” (link) on the board: this is the independent assignment you want your students to complete

     as they enter the classroom.

  Write out a few clear, concise classroom rules on the board or poster.

  Place a pen/pencil and a piece of paper on every desk (and any materials needed for your Do Now)

  Move one desk away from the others to act as a “time out” desk if needed

  Determine where in the room you will line up students

  Assess available, basic supplies- chalk/dry erase markers, tape, stapler, computers, games etc.

  Assess classroom library:

         o    Immediately pull any books that you could use for read aloud (high-interest books)

         o    Determine a system and procedure for students to “check out books” from the library

  Look at the desk arrangement in your room to help determine the “entrance procedure” and how you will assign

     seats to students:

         o Option 1: You can seat students alphabetically by bringing them into the room and telling them where to
           go. Pro: makes it easier to call on students throughout the day Con: it takes up a lot of time at the
           beginning of the day where you need to keep students orderly and quiet.
       o Option 2: If desks are in groups- number the groups, and then make corresponding numbered slips of
           paper to hand out to each student to assign them to groups
       o Option 3: If desks are in rows- number each desk (tape numbers, use post-its) and then make
           corresponding numbered slips of paper to hand out to each student to assign them to desks. Pro:
           students can walk in silently and independently to a desk. Con: takes a little bit of time to number each
           desk.
  Plan your schedule for the day. Take explicit notes for yourself so you feel comfortable with your plan

  Write out a general schedule on the board (writing, read aloud, lunch, game, etc.) This is very important to

     establish structure for students so they feel comfortable.




                                          Day One Sample Schedules



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                                                    PRIMARY- PreK- 2nd Grade
                      nd
*When working with 2 graders, students can likely participate in a lot of the Intermediate activities. Just be cognizant of
reading/writing limitations
                                                                                                 st   nd
                           PreK- Kindergarten                                                   1 -2 Grade

        Schedule should involve a balance of quiet and                    Children of this age range need a balance of
         active activities.                                                 stationary and movement activities
        Activities should be ‘hands on’.                                  Activities should involve children explaining their
        Children should not be sitting for extended periods                thoughts/creations
         of time.                                                          Children will require explicit directions in short,
        Most materials and software listed are available in                clear steps
         early childhood classrooms.

8:30-8:35    10       Student Pick-       Label each table with a color or a shape- and hand out slips of paper with
             mins     up- Entry           colors/shapes for students to find their seats.
                      Procedure
                                          OR if there is a carpet area in the room, direct students to the carpet area in the
                                          line. You will want to create clear spots for students on the carpet. Ask them to sit
                                          “criss cross apple sauce” (cross legged), ask them to hug themselves (to keep their
                                          hands to themselves). And set a no touching rule!

                                          Praise students who are sitting correctly, and correct students who are not.

8:35-8:50    5        Introduce                      1-2-3 eyes on me
             mins     yourself, and                  Quiet Coyote (kids make “ok” signs with their fingers, and put them over
                      introduce your                  their eyes)
                                                     Kiss your brain: kids blow their brain a kiss, then close their mouths and
                      attention
                                                      fold their hands.
                      getting signal,
                      and hand
                      raising
                      expectation.

8:50-9:05    15       Read Aloud          Remind students how to be good listeners and stay seated while you read.
             mins
                                          As you read, stop frequently to ask questions: “What do you think will happen?”
                                          “How would you feel?”

                                          And/or model active reading: “hmmm. I bet that he is feeling pretty sad that his
                                          friends do not want to play. I think he is going to want to talk to someone about
                                          his feelings”.

9:05-9:25    20       Art Activity-       Children draw pictures of the activities that occur in a day. Have students draw a
             mins     “My Day”            sun on the top of paper and the moon on the bottom, and have the students draw



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                                      pictures of everything they do during the day.

9:15-9:30   15       Team Building-    In Line-Ups, the teacher announces a dimension upon which students may line
            mins    “Lineups”         up. You could have students line up by height- or line up students based on
                                      favorite ice cream flavor or candy. This is best to prepare to walk out into the hall,
                                      but can be used to allow students to move around. When in line, practice standing
                                      silently.

9:30-9:50   30      Art Activity      Who I Am/Who I Want to Be: Give students two pieces of paper. One is “Who I
            mins                      Am”- have students draw pictures of themselves, the things they love and the
                                      people in their lives. One the other page, have students draw pictures of who they
                                      want to become when they grow up.

10:10-      30      Game Activity     I Spy- “Adult says “I am looking for something blue” etc, or I Spy and students
10:40       mins                      guess. Students can also come up with clues. “

                                      Hokey Pokey- Lead students in a song of Hokey Pokey- students should stay by
                                      their desks unless there is a large carpet area

                                      Game Centers- If there are accessible supplies in your room (puzzles, blocks,
                                      games), set up a few stations in the room where students can play quietly. Set
                                      expectations for each center, and have volunteers practice how to work in the
                                      center. Do 10 minute rotations (depending on number of activities) and then
                                      spend the last 10 minutes doing clean up:
                                           Sing the clean up song
                                           Tell students to pretend they are astronauts, so they move slowly
                                               throughout the room while they clean
10:40-      30      PE                See PE one pager
11:20       mins

11:20-      30      Computer          See Computer one pager
11:50       mins

11:50-      20      Lunch             PreK and K students will likely need assistance during lunch.
12:10       mins

12:10-      10      Bathroom          Please note that PreK and K students may need assistance in the restroom. If
12:20       mins                      there is a restroom attached to the classroom- students should complete a quiet
                                      activity (coloring etc) while you help students. If not, pair up with another
                                      classroom- so an adult can assist you.

12:20-      10      Dismissal         Students will need additional time to gather materials.
12:30       mins
                                      Make sure to get explicit information from your site leader on where to take
                                      students, and wait with them, and how to sign them out with parents or
                                      guardians.


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                                              Intermediate- 3rd-8th Grade


                            rd   th                                                          th   th
                            3 - 5 Grade                                                      6 -8 Grade
       Children in this group value being seen as                     Middle school students can be impulsive and
        independent and helpful. Use this to your                       moody, but also begin to develop morals and
        advantage as you look for helpers to lead activities            systems of belief
       Children also begin to push back against adults and            High energy, but can often be sleepy
        question inconsistencies                                       Engaged in activities connected to the real world
                                                                       High interest in current events, pop-culture



8:30-     5       Student Pick-up-       Walk students in two single file lines to your classroom. Stop at the door and give
8:35      mins    Entry Procedure        explicit instructions on how to enter.

                                         Walk in silently, go straight to your assigned desk (you have pre-determined the
                                         seating procedure), and there are instructions to follow on the board. There is no
                                         talking. Bring your coat and your bag directly to your seat.

                                         Greet each student with a smile and a handshake as they enter. Stand in the
                                         doorway so you can monitor the hall and the classroom.

8:35-     15      Do Now                 Students work silently and independently on a journal assignment that is on the
8:50      mins                           board. During this time you:

                                              •  Take attendance/complete other administrative tasks
                                              •  Dismiss students silently to hang up coats/bags
                                              •  Finalize your plan for the day
                                         *What is your favorite holiday and why? What are your holiday traditions?

                                         *What was your favorite memory from this summer?

                                         *Write a letter to the President. Tell him the three big things you think he needs to
                                         fix.

                                         *We found some extra land and want to build a brand new city. You get to design
                                         and plan the entire thing. What would you name your city? What would people do
                                         in your city? What would it look like?
8:50-     10      Greeting/Classroom     Introduce yourself. Firmly state the following:
8:55      mins    Rules                  • When I talk, you do not talk.
                                         • If you want to say something you must raise your hand.
                                         Share some interesting facts about yourself (praise students who are listening
                                         quietly).

                                         Read through Classroom Rules (have students help).
                                             • As an extension activity you can draw a Tchart Rule-Purpose , and have

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                                                students independently write and/or share out why the rules are
                                                important.

                                       Model and Practice your attention getting signal. Challenge students to do it as
                                       quickly as possible.
8:55-     20     Get to Know You       Skittle Game: give each student a skittle (or assign them one of 4 or 5 colors).
9:15      mins   Activity              Each color is attached to a get to know you question “what is your favorite food?”
                                       “what do you want to be when you grow up?” students share their answer to
                                       their color.

                                       Two truths and a lie: Teacher models the game by sharing three facts about
                                       themselves, two of them true and one of them a lie. Students guess which one is
                                       the lie. Students play the game in small groups.
9:15-     15     Read Aloud            See corresponding list of age appropriate books and short stories.
9:30      mins
                                       Before reading- review how students actively listen.
                                       During reading- students can make a t-chart of their questions and comments.
                                       Model some questions you could have “I wonder if Jack will get in trouble?” and
                                       comments “If I were Jack, I would not have taken the magic beans”. Stop in
                                       specific places to give students time to write their questions and comments, you
                                       can also have students share out before you move forward.
9:30-     30     Art Activity          Acrostic Poem – Students create and decorate an acrostic poem of descriptive
10:10     mins                         words about themselves using the letters in their first (and last name). You can
                                       participate as well.

                                       Who I Am/Who I want to Be- Give students two pieces of paper. One is “Who I
                                       Am”- have students draw pictures of themselves, the things they love and the
                                       people in their lives. One the other page, have students draw pictures of who
                                       they want to become when they grow up.

                                       Business Owner- Tell students they are going to build and run a business. They
                                       need to draw a picture of their storefront (and interior), and draw a magazine ad,
                                       selling their business). You can really extend this activity by having students write
                                       out an article about their business, a persuasive essay of why their business
                                       needs to be in the community, or have students work in groups to figure out
                                       what businesses they need.
10:10-    30     Game Activity         I’m the Greatest Math Game: Tell students to draw 3 "blank lines" on their
10:40     mins                         paper. Tell them you will randomly call out three numbers. Every time you call
                                       out a number, the student needs to write that number on one of their blanks
                                       spaces. Their goal is to create the GREATEST number possible, but the trick is,
                                       they have to assign each digit to a blank space BEFORE they hear all the numbers.
                                       After you state all numbers, if students think they "won" and created the greatest
                                       number- they should raise their hands and say (not shout) "I'm the Greatest!"
                                       check to see who won.

                                       Story Pass: Each student starts with a piece of paper in a group or a row



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                                       Oprah: Toss out a debate question to the class. *Hold a pretend microphone and
                                       go through the aisles to get student opinion on the debate question. Students
                                       must talk into the “mic”, and must raise their hands so Oprah can call on them.
                                            Should students wear uniforms to schools?
                                            Should schools be forced to serve healthy lunches?
                                            Should you be able to watch as much tv as you want?
                                            Should little kids have cell phones?
                                       *Ask students to write their answers with supporting evidence before you move
                                       around the class “I believe____ The first reason I believe this is ______. “
10:40-    30     PE                    See PE one pager
11:20     mins

11:20-    30     Computer              See Computer one pager
11:50     mins

11:50-    20     Lunch                 Try to filter students directly into seats so they aren’t fighting over where to go.
12:10     mins                         Your classroom should sit as a unit.

                                       Use your attention-getting signal at the end of lunch so students are silent.

                                       Students can try silent lineup- see who did it the fastest/quietest.

12:10-    10     Bathroom              Line students up in two single sex lines. If each student has an independent
12:20     mins                         reading book, they should bring them in the hall to read while they wait.

                                       You should situate yourself near the bathroom door to monitor.

                                       You may need to bring toilet paper and soap from your classroom.

12:20-    10     Dismissal             Save enough time to put away all supplies. (time students to compel them to
12:30     mins                         move quickly and silently) Only a group of students should be moving around the
                                       room at one time.

                                       Close out the day in a moment of silence and line up students silently. (play a line
                                       up game ---- line up by favorite ice cream flavors or birthday months).

                                       Walk your students out in single file lines.




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                                                                  High School
                                                                                     th    th
        We anticipate most of the high school students coming to the site will be 9 or 12 graders and have focused on
         relevant activities for those groups. The high school readiness activities are targeted towards freshmen and the
                                                                      th   th
         college / career readiness activities are targeted towards 10 -12 graders.

Below is a list of possible activities. Check the appendix for HS handouts.
   Activity                  Name                           Description               Time      Materials needed
    Type                                                                            estimate

 High           1. Human barometer              Students express and discuss       55 minutes   Paper to make
 School         activity                        their opinions about high                       signs, cards,
 Readiness                                      school                                          masking tape
                                                                                                (optional)


                2. Short term planning          Students use a 4-step process      40 minutes   Copies of 4
                                                to create a daily schedule                      handouts

                3. Your High School Plan        Students will make their own       50 minutes   Copies of 2
                                                high school graduation plans                    handouts, chart
                                                                                                paper, markers

                4. How I learn/Grow Your        Students will identify their own   60 minutes   Copies of 5
                Intelligence                    abilities and strengths as                      handouts,
                                                learners                                        markers, tape

                5. Success Lesson               Students discuss what success      60 minutes   Paper, copies of 1
                                                will look like                                  handout

 College /      1. Options after high school    Students explore post-             55 minutes   Chart paper,
 Career                                         secondary options                               copies of 2
 Readiness                                                                                      handouts

                2. Build Your Resume            Students will create their own     50 minutes   Copies of handout
                                                resume and practice
                                                interviewing each other

                3. Designing Your Own           Students brainstorm new            55 minutes   Butcher paper or
                Business                        business ideas and develop a                    large poster
                                                marketing campaign for a                        board, markers,
                                                sneaker design                                  crayons, or
                                                                                                colored pencils




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             4.Intro to College              Students will learn about the       60 minutes       Paper, pens,
             Applications                    college application process and                      copies of the
                                             practice writing a personal                          common
                                             essay                                                application

             5. Admissions Panel             Students will pretend to be an      45 minutes       Copies of 1
                                             admissions panel and select                          handout
                                             applications

Team         1. Giant Knot                   Students form a knot by             15-20            None
Building                                     holding hands and need to           minutes
                                             untangle themselves without
                                             unclasping hands

Gym          1. Group sports                 Basketball, volleyball, etc.        30-45            Sports equipment
                                                                                 minutes          (available in gym)

Computer     1. Living the Life You Want     Students research how much          40 minutes       Copies of 2
Lab                                          their desired lifestyle costs and                    handouts, internet
                                             how they’ll pay for it                               access to do
                                                                                                  research

             2. College Search               Students use                        45-60            Internet access
                                             www.whatsnextillinois.org to        minutes
                                             continue or begin post-
                                             secondary planning

Speak        1. Jody Williams, United        32-lesson human rights              80+              Print lesson and
Truth to     States, Page 62                 curriculum that uses the            minutes,         reading from:
Power                                        experiences of courageous           customizabl      http://www.cps.e
             2. Jimmy Carter, United
                                             defenders from around the           e depending      du/Programs/Aca
             States, Page 88                                                                      demic_and_enric
                                             world to educate students and       on how
             3. Jimmy Carter, United         others about human rights, and      much             hment/Document
                                             urge them to take action.           activities are   s/ChicagoSTTPC
             States, Page 134
                                                                                 chosen           urriculum.pdf
             4. Van Jones, United States,
                                                                                                  Make copies of the
             Page 216
                                                                                                  reading
             5. Jamie Nabozny, United
             States, Page 270

             6. Other international
             leaders




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                                                Computer Lab One-Pager:
When students arrive in the computer lab, do not let students touch computers until you give them instructions. Pre-select
a website for ALL students to use. You may incorporate another choice within the lesson, but do not let students surf freely.
                                                          Primary
                  http://coolmath.com                         This interactive website is “an amusement part of math and
                                                             more!” There are lessons and games designed for learning and
                                                               fun, along with integrated reading, spelling and geography
                                                                                          games.
                   Multiplication.com                        Adapted Mind is a developed system with games, videos, and
                                                              worksheets that enhance learning math concepts including
                                                                         multiplication tables for all K-8 grades.
http://illuminations.nctm.org/ActivityDetail.aspx?ID=74         From NCTM’s Illuminations page. Math counting game.
http://illuminations.nctm.org/ActivityDetail.aspx?ID=35       From NCTM’s Illuminations page. Math game to create any
                                                              geometric shape, using pattern blocks. You can flip, rotate,
                                                                         mirror image, etc. to create a pattern.



                                                       Intermediate
1. www.vocabhead.com                 Vocabulary Activities for students to advance English Language, Reading and Writing
                                     Skills.
2. www.piclits.com                   Students can create their own pictures with stories or quotes.
3. http://coolmath.com               This interactive website is “an amusement part of math and more!” There are lessons
                                     and games designed for learning and fun, along with integrated reading, spelling and
                                     geography games.
4. http://kids.discovery.com/        Discovery Kids inspires kids to explore the awesome world around them and satisfy
                                     their curiosity with innovative games, activities, quizzes and articles.
5. Education through Exploration     www.jason.org/games Online simulations and games for science. Requires an email
                                     address for sign up.
7. www.concord.org/activities        Online simulation games for science.
8. Center for History and New        http://chnm.gmu.edu/teaching-and-learning/ A wide variety of history activities for
Media                                students to interact with and learn.
9. www.toondo.com                    Online Animation and Comic Creator
10.                                  Learning games to help reinforce learning through games (K-6)
http://www.gameclassroom.com/
11. Ekoloko USA                      http://us.ekoloko.com/ekoloko/login.html Educational, virtual community where kids
                                     discover the world, virtual and real, through fun games and quests, while absorbing
                                     the values, knowledge and skills that will help them become more responsible and
                                     involved individuals.




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                                               Physical Education One-Pager
  When students enter the gym, have them sit first on the bleachers until you explain the rules. The classroom rules remain
  the same in the gym as well. Establish the consequence that the student will need to sit for a timeout if they are rough
  housing or arguing.
Farmer in the Dell             Duck Duck Goose      Freeze (red light/green light)

Simon Says                    Mother May I           Four Corners: We play four corners. One student is picked as it. We use
                                                     the four corners, of the room, or designated “corners”. When the
                                                     student who is it puts their head down and closes their eyes, I call four
                                                     corners and count to ten. The remaining students choose a corner and
                                                     go to it, trying to be as quiet as possible so “it” doesn’t know which
                                                     corners have students in them. When time is up I say freeze and then
                                                     tell “it” to pick a corner. Any students in that corner are out and the
                                                     game continues until only one person is left in a corner. If the last two
                                                     students are eliminated, then “it” gets to be “it” for the next round.

Hokey Pokey                   Hula Hoop Race

Crab Tag                      A few students are “it” and have to crabwalk on the floor to try to capture others. As soon as
                              they tag someone, that person becomes a crab and joins the crabs on the floor.

Chicken and hawk game         Mark out the boundaries for the game by drawing two lines about 10 ft apart. Choose two of
                              the children to be the hawks; they stand in the middle of the two lines while the rest of the
                              players – the chickens – stand behind one of the lines. When you say “go” the chickens must
                              run across to the other line, trying to avoid being caught by one of the hawks. Any of the
                              players who are caught (one or less per hawk) join the hawks until all the children have been
                              caught. The last child to be caught becomes the next hawk and choose a friend to help them.

Knockout                      You need two basketballs. Students all make a line at the foul line, the first two people in line
                              each have a basketball. The first person shoots the ball. If they make the basket, they pass the
                              ball to the next person in line. If they miss it, the next person in line gets to start shooting, and
                              the first person has to chase their ball and keep shooting (catch and shoot, no dribbling) and
                              try to get it in before the person behind them makes their basket. If the person behind you
                              gets it in first, you are “knocked out” and have to sit out.

Blob Tag                      Anyone tagged by the “it” joins them by hand and an “it” blob is formed.

True or False                 The players are divided into 2 equal teams standing on either side of a center line. One of
                              these is the “true” team, and the other is the “false” team. When the leader gives a “true”
                              statement such as “grass is green” the true players run to the other side chased by the false
                              team. IF tagged the members of the true team becomes members of the false team”

Cooperative Stand up          Have pairs of students sit on the floor pressed back to back. They must stand up without using
                              their hands. Then you can pair groups together, and go on until you try everyone.



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                                                Do Now- Journal Prompts

Definition: A “Do Now” is an independent activity that students complete at the beginning of the class period. The
instructions are written on the board for students to follow, so that students can get to work immediately without further
instruction from the teacher.

Purpose: The “Do Now” sets a calm tone for the day. Students have clear instructions on what they are supposed to do first
walking into the classroom. The “Do Now” also allows the Site Supervisor to take attendance, deal with transitions in the
morning, it allows children arriving at different times to all get settled. It is a quick way to have everyone occupied as you
work to prepare for the day.

            PreK-2                               3-5                               6-8                                 HS
Students cannot write a lot (if    Be explicit about how much to     Be explicit about how much to      Be explicit about how much to
                  st
at all, PreK, K, 1 ) so ask them   write. Try to break down the      write, ie. 3 paragraphs etc.       write, ie. 3 paragraphs etc.
to draw. You will also need to     questions. Ie. Instead of “what   Persuasive essay prompts are       Persuasive essay prompts are
read the prompt aloud to           is your favorite holiday” write   high-interest at this age.         high-interest at this age
them. It is best in these grades   “What is your favorite holiday?
to do a whole group activity to    Name three reasons it is your
start the day.                     favorite. What does your
                                   family do during that holiday?

Sample Journal Prompts:                                                 12. Who or what makes you laugh? Explain why you
    1.  Explain what you like and dislike about your                        think this person or thing is funny.
        name.                                                           13. Imagine that you drank a magic potion, and then
    2. What is your favorite holiday? Write the reasons                     suddenly you started to grow smaller and
        for your choice.                                                    smaller. Finally, you were no larger than a fly.
    3. What do you like and dislike about where you                         What would you do?
        live?                                                           14. If you had X-Ray vision, what would you use it
    4. Write freely about the bravest thing you have                        for?
        ever done.                                                      15. Imagine that all television stations stopped
    5. If you could be a superhero, what extraordinary                      broadcasting for one week. What would you do
        powers would you give yourself? Explain your                        instead of watching TV that week?
        choices.                                                        16. What is your most prized possession? Explain
    6. What is one of your pet peeves? Explain why it                       why it is so important to you.
        bothers you.                                                    17. Write about your favorite hobby. How did you
    7. What is the one food you would least like to give                    get started? What do you like about it? Would
        up for the rest of your life? Explain why.                          you recommend it to others? Would you
    8. What is your favorite color? Write the reasons                       recommend it to others? (If you don’t have a
        for your answer.                                                    hobby, write about the hobby you would most
    9. Would you rather be a dog or a cat? Write the                        like to have or explain why you are not
        reasons for your choice.                                            interested in having a hobby.)
    10. Would you like to live to be 100 years old?                     18. What do you like most about yourself? What do
        Explain your answer.                                                you like least about yourself? Explain your
    11. If you could be a superstar in any sport when                       answers.
        you grow up, what sport would you choose?                       19. What game or toy would you like to have that
        Explain your answer.                                                you don’t have. Explain your choice.


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 20. Explain the advantages and disadvantages of        35. Make a timeline of the next twenty years of
     being able to fly around like a bird.                  your life. List all the things that you would like to
 21. If you could plan your next birthday party, what       have happen in your life during those years.
     would you do?                                      36. Would you prefer to live in a cold climate like
 22. What’s the worst part about being sick? Explain        Alaska’s or a hot climate like Florida’s? Explain
     your answer.                                           the reasons for your choice.
 23. Do you think you have a lot of self-confidence?    37. If you could be anything you want to be when
     Explain the reasons for your answer.                   you graduate from college, what would you be?
 24. What is the hardest decision you have ever had         Explain your choice.
     to make? Looking back on your decision, do you     38. Write a short fairy tale in which you are a
     now think you made the right choice? Explain           character. Begin with the words, “Once upon a
     your answer.                                           time…”
 25. What is one goal or hope you have for the          39. Invent the best dessert in the whole world.
     future? Explain why it is so important to you.     40. What season of the year do you like best? Write
 26. How would you feel if there was a new law              the reasons for your choice.
     forbidding the playing of any music?
 27. Do you think you are shy? What advice could
     you give to someone who is shy?
 28. Write about a superstition you believe in.
     Explain why you believe in it.
 29. Who is a hero of yours? Explain why that person
     means so much to you.
 30. List the three most important people you know.
     Then explain why these people are important
     (or important to you).
 31. Which would you rather be: a fish or a bird?
     Explain your answer.
 32. Invent a new game or a new toy you think
     people your age would like.
 33. Imagine that you had to go to a deserted island
     for a week. In addition to food, shelter, and
     other necessities that will be provided, you are
     allowed to take three personal items. What
     would they be? Explain the reasons for your
     choices.
 34. Invent something that would make doing
     homework easier.




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Support for Diverse Populations
                                               English Language Learners
Primer on varied ELL linguistic and cultural profiles

CPS students who are English Language Learners (ELLs) come from many different backgrounds and may be at different
stages in their ability to understand, read, write, and speak English.

ELLs may also be at different stage of development in their native language. For example, some ELLs may struggle with
reading in their native language.

Some of our ELLs were born in the U.S.; some are from families who chose to leave their countries of origin and have been
here for varying lengths of time; some were forced from their homes by wars and are newly arrived from refugee camps.
They may have been well-educated and come from highly literate families, or they may have little, or disrupted formal
schooling and parents who do not read or write in any language.

ELLs face the challenge of learning not only the social language they need to navigate day-to-day life, but also the academic
language essential for mastering academic content – with the expectation that their instruction is as rigorous, and their
pace of learning the same, as that of their native English-speaking counterparts.

ELLs may be able to speak fluently in English but this does not necessarily mean that they can understand difficult texts or
express sophisticated ideas in English. Other ELLs may not be ready to speak but this does not necessarily mean that they
are not listening or comprehending English; they may be in the “silent stage,” a natural part of language development.

In addition, ELLs may come from cultural or religious backgrounds significantly different from those of their classmates,
requiring ongoing adjustments to new behavioral norms. It is important to note that these challenges also represent
opportunities for ELLs to enrich the learning of everyone in the classroom with their intellectual, cultural, and linguistic
resources.

How to effectively/respectfully communicate with students with limited English proficiency

        Speak clearly at a natural pace – neither too quickly nor too slowly
        Avoid slang and idiomatic expressions – these can be confusing
        Paraphrase as necessary
        Provide a visual or physical context for communication – accompany written or verbal communication with
         images, non-verbal cues, gestures that help students deduce the meaning
        Model what you are asking them to do
        Be aware of differences in culturally-based mores for behavior (e.g. making eye contact is a sign of respect in some
         cultures but is considered disrespectful in others; students may be accustomed to helping each other which may
         be perceived as “cheating;” in some cultures, it is taboo to touch a child especially on the head or shoulders, even
         in an encouraging manner)
        Learn children’s names and do your best to pronounce them correctly
        Ask them to teach you key phrases/words in their native language
        Provide opportunities for ELLs to think and prepare before producing language (e.g. jot down notes or discuss an
         idea with a partner before sharing with whole group)
        Be tolerant of imperfect language – corrections should be well-timed, discreet, respectful.
        Help ELLs find good peer partners who can provide some translation when necessary


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Suggestions for ensuring ELLs are properly integrated/supported in activities.

Engage students in activities that:
     integrate different modalities for participation and expression
     include low-risk opportunities for using English
     communicate the value of diverse cultures and reflect their cultures
     invite them to share their cultures/languages with you and their peers
     allow students to use their native language with you or with their peers
     build on ELLs’ assets – they bring knowledge, experience, and skills
     incorporate students’ interests and allow for some choice and challenge

Some ideas:
                 “Chalk talk” (small or large group visual/written silent “conversation” about an interesting question or
                  theme on chart paper)
                 Invention of new versions of universal games (e.g. Bingo)
                 Charades/Theater games
                 Visual arts
                 Music
                 Dance
                 Meaningful engagement with technology
                 Athletic or physical play activities that are universal and culturally appropriate (e.g. soccer, jump rope
                 Storytelling (e.g. provide opportunities for ELLs to share stories in native language)
                 Pairing up to create bilingual books
                 Combine any/all of the above!

Resources for engaging with English Language Learners

       Colorin Colorado www.colorincolorado.org
       Children Learning Languages http://www.childrenlearninglanguages.com
       How to Say translation website http://howtosay.org
       Multicultural Activities Links http://wilderdom.com/games/MulticulturalExperientialActivities.html
       ASCD Research a Topic page on ELLs http://www.ascd.org/research-a-topic/english-language-learners-
        resources.aspx
       Rethinking Schools Special Collection on Bilingual Education
        http://www.rethinkingschools.org/special_reports/bilingual/resources.shtml
       http://a4esl.org/ students practice vocabulary and grammar in ESL& (bilingual quizzes)
        http://www.manythings.org/ fun interactive site that touch all the domains of Language acquisition
        http://www.eslgamesworld.com/ interactive purposeful game site for ELLS




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Support for Diverse Populations

                                      Students in Temporary Living Situations
Protocols

If an STLS eligible family seeks "enrollment" at a contingency site:

        Enroll the student in contingency site programs without regard to documentation of address. STLS students do not
         need to demonstrate proof of address, immunization, transcripts, or any other documentation.


If an STLS family seeks transportation assistance to attend contingency site:

        Transportation assistance will not be provided to attend contingency site programs.
        Contact STLS Citywide Coordinator or main office

Contact :

Citywide Coordinators

North: Enrique Marcano - 773-535-5832; emarcano@cps.edu

West/Central: Colleen Broderick - 773-535-8969; cjbroderick@cps.edu

South: Marcellus Summers - 773-535-8229; msummers7@cps.edu

Main office - 773-553-2242




Support for Diverse Populations

                                       Medically Fragile Student Populations



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Asthma Management
     19,414 CPS students with asthma; severely under documented, prevalence as high as 11-44% in some
        communities.
     The policy:
             o Students allowed carrying and self-administer asthma inhaler with only parent permission and copy of
                prescription.
             o Identifies the 504 plan requirements for student with asthma
     Protocols upon student arrival
             o The Medical Information form be distributed and collected
             o Access to 504 plans for verification and identification of students with asthma
             o Ensure medications are available and orders are correct.
     Responsibility of the Administrator
             o Identify person responsible for distributing and collecting Medical Information Sheet
             o Ensure 504 plan recommendations are followed
     Resources available
             o Non-CTU nurses to provide nursing support and coverage
             o Asthma guidelines
Diabetes Management
     There are over 600 students with diabetes type 1 or type 2 in public/charters schools
     The policy:
             o Recognizes that the school nurse may not be in a school full time, the Act provides for the identification
                and training of a Delegated Care Aide (DCA) for every student with diabetes.
             o The DCA will be a full time staff member at the school who has volunteered to be trained to perform all of
                the functions required to assist a student with diabetes.
             o Functions of DCA vary and may include: check blood glucose levels, administer insulin, carb counting,
                recognizing signs of hyper and hypo-glycemia, and administering glucagon in an emergency.
     Protocols upon student arrival
             o The Medical Information form be distributed and collected
             o Having 504 access for verification and identification of students with asthma
             o Ensure medications are available and orders are correct.
     Responsibility of the Administrator
             o Identify person responsible for distributing and collecting Medical Information Sheet
             o Principals and AP’s are legally the default delegated care aide… mandated training
             o Ensure 504 plan recommendations and diabetes management plans are followed
             o Recognize that the stressors from different structure of the day may trigger fluctuations in blood glucose
                of diabetic student thus warrant closer monitoring and/or additional insulin.
     Resources available
             o Non-CTU nurses to provide nursing support (check blood glucose levels, administer insulin, carb counting,
                recognizing signs of hyper and hypo-glycemia, and administering glucagon in an emergency) and coverage
             o Parents
Food Allergy Management
     25% of first time anaphylactic episodes also occur in school
     The policy:
             o Annual parent request for diagnosis (Student Medical Information Form)
             o IEPs/504 Plans required for all students with documented food allergies
             o Annual emergency drill program expanded to include food allergy emergencies



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             o     Requires School-wide training on food allergies, the use of Epipens in emergency situation and
                   identification of location of Epipens
     Protocols upon student arrival
             o The Medical Information form be distributed and collected
             o Access to 504 plans for verification and identification of students with allergies
             o Ensure medications are available and orders are correct.
     Responsibility of the Administrator
             o Identify person responsible for distributing and collecting Medical Information Sheet
             o Ensure 504 plan recommendations are followed
             o Language in the law only allows for nurse to administer the district-issued epi-pen
             o Control school setting such that neither staff or other students bring in food allergens
             o Identify where the district-issued Epipen will be located.
     Resources available
             o Non-CTU school staff may be trained already on Epipen use.
             o Non-CTU nurses to provide nursing support and coverage
Medication Administration
     The policy:
             o Allows over the counter medication access to student with parent/guardian consent
             o Include staff training regarding ADHD medications
             o provides and distributes district-issued Epipens to all schools in the district in accordance with state law
             o Allows district-issued Epipens to be used in anaphylactic emergencies
                        The new state law allows CPS to, “Authorize a school nurse to administer an epi-pen to any
                             student that the school nurse in good faith professionally believes is having an anaphylactic
                             reaction.”
     Protocols upon student arrival
             o The Medical Information form be distributed and collected
             o Access to 504 plans for verification and identification of students with food (latex & bee sting) allergies
             o Ensure medications are available and orders are correct.
     Responsibility of the Administrator
             o identify person responsible for distributing and collecting Medical Information Sheet
             o ensure 504 plan recommendations are followed
             o Identify where the district-issued Epipen will be located.
     Resources available
             o Non-CTU school staff may be trained already on Epipen use.
             o Non-CTU nurses to provide nursing support and coverage
                        medication administration for students with ADHD, diabetes, asthma, etc.,
                        access which students can self-administer meds and who need access to OTC medications
Physical Activity Supervision
     Responsibility of the Administrator
         o Checklist for outdoor physical activity sessions:
                    Access the premises before outdoor physical activity session begins
                    Know the boundaries, especially when portable units are present
                    Intentionally interact with students in the first 5 minutes
                    Know the “rules” for games and equipment--even write them down to achieve consistency
                    Watch out for strangers or vehicles on the perimeter and report immediately to the office
                    Create a “transition” area where students line up before being dismissed. Identify how you expect
                       the students to wait


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                Establish and follow a protocol for asking permission to exit the play space
                Ensure that at least one supervisor brings a first aid kit and the AED is nearby and fully charged
                Identify which staff members based at the school have current CPR, AED, first aid training. Ensure at
                 least one supervisor is trained in CPR, AED, and first aid
              Make sure that there is at least one supervisor with a walkie-talkie to contact the office in an
                 emergency
     o Guidelines for outdoor physical activity session supervision:
              Allow individuals who did not successfully meet employee or volunteer requirements to supervise
                 physical activity
              Allow individuals who have not been trained on district policies, school rules and expectations, and
                 recess processes to supervise physical activity
              Remain stationary during recess (be mobile and continuously move throughout your assigned
                 location without a predictable pattern)
              Allow supervisors to gather in one single area
              Allow students to wear backpacks, bike helmets, loose fitting clothing or clothing with strings,
                 improper shoes or no shoes during recess, as those increase the risk of injury
              Permit contact sports, tree climbing, or fence climbing
              Let strangers or non-volunteer parents interact with students or on the playground space
              Allow students to bring objects such as pencils, pens, etc.
              Allow students to use equipment in an incorrect way or equipment that is not age-appropriate
    Resources available
         o The Recess Readiness guide for guidelines on outdoor supervision




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Description: A classroom management guide for CPS employees involved in implementing the CPS "Children First" contingency plan in case there is a CTU strike.