Weekly Newsletters

Welcome Back to School Peeps ….

Thursday, August 17, 2017

 

Dear Students and Parents,

Welcome back Students and Parents.  My name is Miss. Glenn, and I will be your child’s educator this school year. The paraprofessionals in our classroom this year are Mrs. Broeker and Miss. Ledford. We are anxiously anticipating this school year.  We have a ton of fun learning experiences planned that we are excited to share with you and your child. You may contact me, Miss. Glenn at 864-576-1833 ext. 6658.  My email address is aglenn@spart6.org.  

 With the school year approaching us I just wanted to give you, some information about what your child needs to bring for the first week of school.  I would also like to take this opportunity to explain the grading and make-up policies in my classroom, and inform you of what the classroom rules, expectations, and consequences consist of for the upcoming school year.

The materials list is short, but it is important that we have them to begin the new school year. Your child will need the following:

  • 6 tabbed 3-hole dividers
  • One Composition Notebook
  • One pack of standard ruled paper
  • One pack of 10 #2 pencils
  • Markers
  • Crayons or Colored Pencils
  • Highlighters
  • Kleenex
  • Glue Stick

 

The grading scale for the new school year is as follows:

90-100 = A

80-89 = B

70-79= C

60-69 = D

60 and below = F

Each quarter equals 9 weeks long and progress reports will be sent home 4.5 weeks mark each quarter.  Report cards will be sent home at the 9 weeks’ mark.  Make up work will be due as follows:

  • 1 day after return if absent for 1 day.
  • 2 days after return if absent for 2 days. 
  • And so on…

Excused absences will be handled on a case by case basis. 

Homework will be issued from Monday to Thursday and is due the following morning. 

 

 

 

 

 

 

 

 

For the following pages. Please read this aloud with your child. Go over this class behavior plan with your child.

 

 

 

 

 

 

 

 

 

Classroom Structure

Due to the behavioral deficits within this class, it is important that students learn how to appropriately interact with their peers.  Students will be seated at tables to encourage social interaction. During curriculum academics, students will be placed in small groups within the subjects of math, reading, and writing to meet their academic achievement levels.  Students will be served whole group lessons within the subjects of science, social studies, and behavior. Although, students will meet in whole group within the areas of science, social studies, and behavior students will be given the opportunity to branch off into small groups for extra assistance in mastering the content being discussed at the time.  

Acknowledgement Systems

In our classroom we practice motivational/behavior management programs to provide structure for optimal social, emotional, and academic growth.  This program includes the following common rules.  These rules are used to define noncompliance and are the basis for data collection.

Classroom Expectations / Rules

  1. Follow all teacher directions immediately.
  2. Raise hand and wait for permission to speak.
  3. Stay in your own personal space.
  4. Keep your hands, feet, and personal objects to yourself.
  5. Do not touch anyone.

 

 

Pre-correction Procedures and Consequences

Students can earn points by completing class work, following class rules, and complying by goals set in their behavioral contract.  It is possible to earn 100 points a day.  By earning points, a student is able to move up a series of five levels.  The lower levels focus on compliance and attention.  The upper levels prepare the student to participate in mainstream classes by stressing responsibility and self-management.  At the end of each day, the student will receive a rating of his day’s performance based on the following categories:

 

 

 

 

 

 

 

 

 

 

 

 

Miss. Glenn’s Motivation/ Behavior Management System

 

The purpose of the motivational/behavior management program is to provide a structure for optimal social, emotional, and academic growth.  The program includes the following common rules.  These rules are used to define noncompliance and are the basis for data collection. Each classroom will have addition rules that reflect its unique needs.

 

  1. Follow teacher direction immediately.
  2. Raise hand and wait for permission to speak.
  3. Stay in your own personal space.
  4. Keep hands, feet, and objects to self.

 

Students can earn points by completing class work and following class rules.  It is possible to earn 100 a day.  By earning points, a student is able to move up a series of 5 levels.  The lower levels focus on compliance and attention.  The upper levels prepare the student to participate in mainstream classes by stressing responsibility and self-management.  At the end of each day, the student will receive a rating of his day’s performance based on the following:

  • Excellent: 90 to 100 points earned within a school day.
  • Good: 89 to 80 points earned within a school day.
  • Ok: 79 – 70 points earned within a school day.
  • Fair: 69 – 60 points earned within a school day.
  • Poor: 59 – 0 points earned within a school day.                                           

The students will also have “Shrute Bucks” based on their earned points for the day that they may spend in the “306 Classroom Store” on Fridays if their behavior level privileges permits

 

Description of Behavior Levels

Each level has its own responsibilities and privileges.  Both responsibilities and privileges increase as levels advance.  For example, a student that has demonstrated that he can manage his own behavior has the privilege of being unsupervised in the halls.  The following is a list of levels with their privileges and responsibilities.

Level

Points

Responsibilities

Privileges

Purple

Equivalency: Excellent

90 to100

  • Follow classroom and school rules.
  • Completes assigned tasks.
  • Remain in desk unless given permission to leave desk.
  • Self – Management
  • Learning to become a role model to their peers and friends.
  • Practices responsible behavior in related arts, hallway, and on the bus.
  • Excellent role model to their peers and friends.
  • Has the opportunity to run errands for the classroom.
  • Can be chosen to be classroom leader for the day.
  • Lunch at the table without the teacher. Has the opportunity to be invited to eat lunch with a mainstream friend.
  • Participates in field trips.
  • Can make purchases from the 306 Class Store on Fridays.
  • Class Tutor.
  • Can buy ice cream in the lunchroom any day.
  • On Friday will be awarded 20 minutes on teacher-designated website.

 

Blue

Equivalency: Good

89 to 80

  • Follow classroom and school rules.
  • Completes assigned tasks.
  • Remain in desk unless given permission to leave desk.
  • Self – Management
  • Learning to become a role model to their peers and friends.
  • Practices responsible behavior in related arts, hallway, and on the bus.
  • Can be chosen to be classroom leader for the day.
  • Lunch at the table without the teacher. Has the opportunity to be invited to eat lunch with a mainstream friend.
  • Participates in field trips.
  • Can make purchases from the 306 Class Store on Fridays.
  • Class Tutor.
  • Can buy ice cream in the lunchroom any day.
  • On Friday will be awarded 15 minutes on teacher-designated website.

Green

Equivalency: OK

79 to 70

  • Follow classroom and school rules.
  • Completes assigned tasks.
  • Remain in desk unless given permission to leave desk.
  • Self – Management
  • Lunch at the table without the teacher.
  • Participates in field trips.
  • Can make purchases from the 306 Class Store on Fridays.
  • Class Tutor.
  • Can buy ice cream only on Wednesday and Friday.
  • On Friday will be awarded 10 minutes on teacher-designated website.

 

Yellow

Equivalency: Fair 

69 to 60

  • Follow classroom and school rules.
  • Complete assigned tasks.
  • Remain in desk unless given permission to leave desk.
  • Eats lunch at table with teacher.
  • Can make purchases from the 306 Class Store on Fridays.
  • Class Tutor.
  • Participates in field trips.
  • Can buy ice cream only on Friday.
  • On Friday will be awarded 5 minutes on teacher-designated website.

 

Red

Equivalency: Poor

59 to 0

  • Follow classroom and school rules.
  • Remain in desk unless given permission to leave desk.
  • Silent lunch with the teacher.
  • Computer time is limited to only Accelerated Reader, IXL, Reflex Math, class assigned tasks.
  • Escort in hallway.
  • Free Individual time up to 7 minutes at your desk or in the refocused / quiet area.

 

 

 

 

 

 

 

 

Movement from one level to the other descriptions.

Level

Description of Level Drop

Description of  Level Advancement

Red

 

Equivalent: Poor

Let’s work on your behavior.

Let’s figure out a plan to help you on your journey in progressing on the behavioral level chart.

  If you need someone to talk to Miss. Glenn is here!

 

J

 

Red to Yellow:

 

1 excellent day + 4 good days + 3 Ok days + 2 fair days consecutively.

 

Yellow

 

Equivalent: Fair

Yellow to Red:

 

1 poor day; 2 fair days

Yellow to Green:

 

5 excellent days + 3 good days + 2 OK days + 1 fair day consecutively.

 

Green

 

Equivalent: OK

Green to Yellow:

 

1 poor day; 3 fair days consecutively

Green to Blue:

 

6 excellent days + 4 OK days + 3 Ok days consecutively.

 

Blue

 

Equivalent: Good

Blue to Green:

 

1 poor day; 3 fair days consecutively;  4 OK days consecutively

Blue to Purple:

 

15 excellent days + 5 good days consecutively.

Purple

 

Equivalent: Poor

Purple to Blue:

 

1 poor day; 1 Fair day; 1 OK day; 1 Good day

You made it now maintain it!

 

Your goal is to maintain on Purple for 18 excellent days consecutively.  Let’s go! J

 

 

 

 

Automatic Level Drops:

An automatic level drop occurs when a student:

  1. Leaves the classroom without permission
  2. Fights
  3. Brings weapons to school
  4. brings drugs to school

 

**A student can only drop one level per incident even though the incident may contain more than one of the above behaviors.

Procedures for Managing Minor Misbehaviors

Each new school day students begin with 100 points total. 

If students exhibit minor misbehaviors point deductions will occur.

Point Deduction Descriptions:

Fines - fines are worth 10 points and will occur for the following behaviors:

  • Cursing
  • Name calling – anything that is not the proper name that cause offense.
  • Talking Back
  • Threatening – Verbal / Physical threat of harm.
  • Physical Aggression – hitting, kicking, pushing, slamming, spitting
  • Stealing
  • Lying
  • Cheating
  • Bus Referral

Procedure for Managing Noncompliance

Refocus Area / Quiet Area

The quiet area is an area in the classroom that is separated from the other students.  It is considered the first level of time-out.  The purpose of the quiet area is to give a student a chance to remove him/herself from the group and regain control without leaving the classroom.  A timer is set for one minute per age of the student.

 

If the student is able to complete his/her time and return to the group, he/she will not lose any points except for the behavior that led to the restriction.  No work can be done in the quiet are.  To record successful completion of time in quiet are, score a 1 for Q under restrictions.

 

Refocus Area / Quiet Area Expectations

  1. Sit facing desk wall with bottom in seat.
  2. Feet should be on the floor.
  3. Hands, Feet, and Voice should be quiet.

 

Example of how a student may be admitted to the refocus area / quiet area:

  • Student talks out without permission the teacher will record 1 point under Talking out and give student direction.
  • Student continues to talk out without permission the teacher will record 1 point under Talking out and speak privately to the student.
  • Student continues to talk out without permission the teacher will record 1 point under Talking Out and the student will go to the quiet area and sit for one minute per age of the student.      

 

 

 

Procedure for Managing Severe Acting out Behavior

  • Teacher will continue to take notes pertaining to the inappropriate behaviors that the student is displaying.
  • Teacher will begin to deduct points from the student’s daily score, which correlates to the behavior, the student is exhibiting.

Point Deductions:

Point Penalty

Abbreviation of Behavior

Description of Behavior

1 point

TO

Talking Out refers to verbal language only—includes mouth noises.  TO will be scored if it is done without permission and/or if it disturbs others.

 

1 point

KTS

Not keeping hands, feet, or personal objects to oneself will be scored if it is done without permission and/or is done in a destructive/disturbing way.  KTS includes tapping, banging, and drumming.

 

1 point

OS

Out of seat without permission will be scored if:

  • The student’s bottom is not touching the seat and feet are not under a desk or chair during academic instruction.  This can be adjusted for students with specific needs.
  • The student is out of assigned area during structured activities (when the activity requires the student to remain in a particular are, or directions to remain in a particular area have been given.)
  •  

1 point

NFD

Not following directions is a measure of deliberate defiance when you are certain that the individual has attended to the direction. 

 

1 point

DNCAT

Did not complete assigned task.

1 point

T

Teasing

5 points

DR

Verbal Disrespect

Nonverbal Disrespect

5 points

DH

Dishonesty

Stealing

5 points

QA

Quiet Area

10 points

AG

Physical Aggression

Verbal Aggression – Yelling, Screaming; Speaking Loudly

10 points

BUS

Bus Write Up

10 points

HR

High Risk

10 points

IL

Inappropriate Language – Cursing; Threatening to cause bodily harm.

10 points

DP

Destruction of Property

 

 

  • Student’s behavioral intervention plan will be followed. If behavioral intervention plan is not successful.
    • An IEP meeting will be scheduled to discuss further assessments on the student or plan modifications.
  • If behavior persist, behavioral interventionist / administration will intervene.
  • Student’s will be removed from the classroom to ensure that they are not verbally and physically abused.
  • If the student because a danger to himself or others, CPI restraints will be utilized and the student will be removed from classroom environment.
  • Parent or guardian will be notified of student’s behavior.

 

 

Please sign the following and return to school.  

 

_________ I have read and understand the behavior system and will support my child in his/ her progress this year.

 

_________ I have read the behavior system description and have questions. I have listed those questions below.

 

Questions about system:

 

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Parent / Guardian Name Print: ____________________________

 

Parent / Guardian Signature: ________________________

 

Date: ____________________________________

 

Student Name: ___________________________

 

Student Signature: ____________________________

 

Date: ____________________________________

 

 

 

 

 

 

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Parent Survey

Please fill out and return when dropping off supplies or the first day of school. 

Child's Name:______________________________ Birthday__________________________

Parent(s)/Guardian's Name:_________________________________________________

Address:_________________________________________________________________________

******************************************************************************************************************************Please circle the best way for you to be contacted.               

Home Phone:___________________________       

Mom's Cell:___________________________                                   Dad's Cell:___________________________

Mom's Work Place:_______________________                   Mom's Work #:________________________

Dad's Work Place:_________________________                  Dad's Work #:_________________________

Emergency Contact Person:

__________________________/___________________________/_______________________

 (name)                                      (relationship)                                       (phone number)

******************************************************************************************************************************

If you would like to be contacted by EMAIL for classroom news, please list your email address:_____________________________________________________________________________________

*******************************************************************************************************************************

How will your child go home on the 1st day?_____________________________________

How will your child go home most days? ________________________________________

Please send a note if there are going to be any changes in dismissal.