WHAT YOU NEED TO KNOW : Behavior expectation; procedures; grading policy; other useful info.

THINGS YOU NEED TO KNOW

PROCEDURES AND RESPONSIBILITIES

Ms. Carley’s  Classes

 

CLASSROOM PROCEDURES

1. In the morning, enter the classroom quietly.

2. Take needed supplies and materials out of your backpack and place them on your desk.

3. Put your homework (if any) in the WORK DONE bin.

4. Check your “Make Up” folder if you have been absent.

5. Turn off and put away your cell phone.

6. Planner: write assigned homework ( H ).

7. Objective: Review with teaching staff weekly Personal Goal and write it daily in the journal section of your notebook for each period.

8. Warm Up: this activity is at the beginning of each class. After completing your planner, you should start the daily warm up. You are not allowed to talk during this time unless the teacher is discussing the answers with the class. The “Warm Ups” are done daily and graded weekly.

9. Homework Pass/Prize Drawing: done at the end of each week during the N2Y Cooking Party in room 314; students get drawing tickets throughout the week for turned in assignments, completed homework, positive attitude, acts of kindness; etc.. Student of the Week will be assigned based on the the number of drawing tickets received.

NOTEBOOKS AND SUPPLIES

1) Students are expected to keep a spiral notebook/journal provided by the teacher for each subject. This is to help them improve organizational/study skills. The notebooks will stay in the classroom.

2) Journal checks will take place on a weekly basis.

3) Students are to come to class prepared. They are to have pens, # 2 pencils, their “To Do/Turn In” folder and PVHS planner.

PROPER HEADING OF PAPERS

The heading needs to be on the top right corner of the paper. The title of the assignment goes on the top line. The things that must be included in a proper heading of papers are:

1. First and last name

2. The date

3. Subject (e.g., Reading) and period (e.g., Per.1)

CLASSROOM RESPONSIBILITIES

Surf’s Up

1. Stay in your seat unless you have permission to get up.

2. Use your “indoor voice” when speaking.

3. Raise your hand for permission to speak and leave your seat (wait to be called upon to answer questions by the teacher; one person talks at a time).

4. Follow directions immediately (quickly and quietly).

5. Stay on task at all times. (Stay in spot. Mouth closed. Feet on floor. Work hard.)

6. Use polite speech and body language (only put ups, say “please and thank you”).

7. Pay attention (sit up straight, lean slightly forward, act like you are interested, nod to show that you agree, and track the teacher with your eyes).

Assignments will be based upon the individual student’s IEP goals and benchmarks. Students will receive direct instruction, have an opportunity for group work, and independent follow-up activity as well as homework for the week. Tests will vary from student to student, and are based upon objectives for that student.

Student planners are recommended for every class. All homework assignments should be written in the student planner. Parents are encouraged to check these planners to monitor student’s work, to assist teacher in promoting organizational skills, and to help academic achievement. Planners also contain important dates, schedules, and school telephone numbers.

Students will be introduced to the concept of transition planning which will enable them to make decisions about transition-related outcomes, identify and secure community resources, communicate effectively in small groups, and develop skills to become effective team players, leaders, and self-advocates.

Classroom Behavioral Expectations:

A. Listen carefully

B. Follow directions/raise hand if you have a question

C. Work quietly/do not disturb others who are working

D. Respect others

E. Follow the “Surf’s  Up” 

Classroom Behavioral Consequences:

F. Verbal warnings

( polite request/I message/firm request )

G. Teacher/Student conference (teacher discretion)

H. Reflection Time (teacher discretion)

I. Written Warning (first referral step

J. Telephone call home to parent/guardian

K. Referral to Dean (for inappropriate language, insubordination, physical violence – F to J skipped

Insubordination or use of profanity to any adult in the room will be an automatic removal from the room. 

Classroom Behavioral Incentives:

On-task behavior, completed assignments, helpful behavior, homework completion, daily planner recordings will earn the students Homework Passes/Prizes/Verbal Praise/Good Notes Home/Certificates/Teacher Recognition.

The student achieving the highest points for the week will become "Student of the Week" and will receive special recognition including being student aide for the week.  

 

Student Assistance:

The teacher will be available most days after school for extra help. Students are expected to arrange this the day before with the teacher, since there could be meetings or other appointments.

Grading Policy:

Grading Scale

90  –  100 = A

80  –    89 = B

70  –    79 = C

60  –    69 = D

Below  59 = F

 The semester grade will be determined by weighting each marking period as 45% and the Semester final as 10%.

Final Clarification of Classroom Expectations:

Students are expected to be on time to class.

When entering the classroom, students are to take their journals or working folders and begin the board/warm-up activity.

Students are to work quietly without disturbing other students who are working.

Students must stay in their seats until the bell rings and the teacher has dismissed the class.

It is necessary to maintain a quiet learning environment at all times. Students who do not choose to do their work, or who interfere with others trying to do work, will lose points as follows:

Verbal Warnings

Polite Request – Warning given and loss of one point

I Message – Warning given and loss of another point

Firm Request – Warning given and loss of another point

Written Warning

First Dean’s referral step – Student signature and loss of another point

Telephone call home to parent/guardian – loss of final point

Referral to Dean – loss of all five points

Points lost on the above offenses will affect directly the student’s citizenship grade.

Insubordination or use of profanity to any adult will be an automatic removal from the classroom.

“You have brains in your head.

You have feet in your shoes.

You can steer yourself in any direction you choose.

You're on your own.
 

And you know what you know.

You are the guy who'll decide where to go.”

 
 

~ Dr. Seuss

____________________________________________________________________________________________________________________________ 

Please, read* and discuss the PROCEDURES AND RESPONSIBILITIES with your parents/guardian. Return this portion, properly completed and signed by all parties, on the date requested by your teacher.

 

I, (STUDENT’S NAME HERE) _______________________________________________ , HAVE READ ONLINE

 

AND UNDERSTAND THE PROCEDURES AND RESPONSIBILITIES FOR MS. CARLEY’S CLASSES.

 

STUDENT SIGNATURE:_______________________________________

 

DATE: __________

 

PARENT/GUARDIAN SIGNATURE:____________________________

 

DATE: ___________

 _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Please, read online (http://www.paloverde.org/ * teacher sites * Carley) and discuss the COURSE EXPECTATIONS with your parents/guardian. Return this portion, properly completed and signed by all parties, on the date requested by your teacher.

 

I, (STUDENT’S NAME HERE) _______________________________________________ , HAVE READ ONLINE

 

AND UNDERSTAND THE COURSE  EXPECTATIONS FOR (SUBJECT'S NAME HERE)_____________________________.

 

STUDENT SIGNATURE:_______________________________________ DATE: __________

 

PARENT/GUARDIAN SIGNATURE:______________________________ DATE: __________

 

_____________________________________________________________________________________________________________________________ 

I have gone over the goals and objectives with my student.

Student Name:________________________________________

Parent/Guardian  Signature:____________________________

The best time to reach me is ___________________________.

My phone number is____________________________________.

My email is _____________________________________________. 

My child has my permission to watch "PG" educational movies during the school year.

Parent/Guardian Signature:_______________________________

_________________________________________________________________________________________________________________________ 

Homework is for practice and communication. The point of homework is to give students a chance to practice on their own

and communicate to the teacher what they do and do not know.

Story problems are great for applying math concepts. It really highlights that math is just a tool, not an insurmountable obstacle. With story problems homework we go over the work in some manner, be it by grading or just reviewing with the class. There are often several ways to approach a story problem so a class discussion becomes a learning moment where students can teach each other on how they approached the work.

Experimentation and discovery is great, especially in a project. In this type of homework it is possible that a great amount of work has gone into it.

Grading all homework is important, but the real nit picky check should be saved for the rote homework.

WHY DO WE LISTEN TO MOZART IN CLASS?

Mozart's music improves spatial perception and allows listeners to more clearly express themselves and in doing so enhances communication both with the heart and the mind. The rhythm, melodies and higher frequencies of his compositions, most notably the violin concertos, stimulate the creative and motivational regions of the brain (MozartEffect.com). It is these higher harmonics that contribute to the acquisition of language. When Mozart music is filtered of the low, draining frequencies, it still has an abundance of higher harmonics for therapeutic support. Mozart has been shown to have therapeutic benefits for children with autism, ADD/ADHD, dyslexia and other learning disabilities. Please, encourage your students to listen to symphony music at home as well.

Intense Parenting: 10 Things Every Parent Needs to Know!

Parents of children with special needs find themselves in the most intense parenting circumstances with little outside support. They frequently receive much advice and criticism from those on the outside looking in. In truth these intense parenting circumstances have taught special needs parents many important lessons. These lessons are ones that every parent needs to know to improve relationships with their children. So today we take a moment to share with all parents what our "intense parenting" has taught us.

1) Have the Right Focus.

Parents must focus on the individual needs of the child instead of on parenting ideals. Focusing on preconceived ideals sets your family up for disappointment and puts unnecessary pressure and strain on family relationships. Having the right focus will keep your family on track and addressing the needs of every member of the family.

2) Live for People not for Schedules

This is a lesson that many special needs parents have learned the hard way. Our lives and schedules come to a complete halt due to the needs of our children. Yet this lesson is such an important component for all families. Some days we have to stop the world, turn off the computer and turn our attention to our children. When we stop running then we can start enjoying.

3) Let Go.

Parents carry a lot of weight today that can bog them down in their parenting journey. There is the criticism of others, the power struggles, and our own expectations. Special needs parents have learned to let go of these extra weights. That simple act can lead to exploring new options, thinking out of the box and moving forward in ways that could not be accomplished when weighed down.

4) Savor the Moments.

Many special needs parents report much joy and satisfaction in little things. They have learned to appreciate each good moment with their children. This is a gift we wish to pass on to every parent. Don't let the little moments pass you by. Every little moment is part of the fabric of life. Wrap yourself in it.

5) Break from Tradition.

What is your definition of success? It is likely shaped by your values and traditions. While these can be very good they can also prevent you from finding happiness with your child. Allow your child to find success in unconventional ways.

6) Banish Guilt.

When parents are ruled by guilt they generally don't feel very pleased or happy with themselves, their parenting ability or their children. Don't let your decisions be ruled by guilt. Whether you are a special needs parent or a typical parent there is always something to feel guilty about. Don't let it rob you of joy...say goodbye to guilt.

7) Begin Fresh.

Give yourself and your child a new start each day. Your child can't change yesterday's actions any more than you can. Don't hold on to old arguments and old hurts. Start fresh each day and look for the best in yourself and your child. Chances are you will find it.

8) Learn with Your Child.

Recognize that life is a journey to be traveled together. When you take opportunities to learn with your child then this journey together will be full of treasures that both of you will remember. Don't be afraid to let your child know that you don't have all the answers but you are here with them to learn together.

9) More than Love

The love that bonds a child and parent is one of the most beautiful types of love. But even the strongest love can be eroded and must be worked on and strengthened. When understanding is added to love the result is a stronger relationship. Attempt not just to parent, not just to love but to understand your child and what is truly in their mind and heart.

10) Become more Compassionate with Others.

It's not easy to stretch out of our comfort zones yet this is what has to happen to increase our compassion. When we become more compassionate towards kids with special needs our lives are blessed. When we become more compassionate to their parents we learn in ways that benefit our own relationships.

Copyright 2007, Tracy Anglada

 

THE PARENT'S PLEDGE

I will set a good example for my child. I will show my children I love them every day through words and physical affection.

I will listen to my children and let them know I value what they say.

I will praise my child's accomplishments and efforts towards those accomplishments.

I will have realistic expectations for my children. I will allow them to make their own mistakes and learn from those experiences.

I will avoid being too critical or focusing on my child's shortcomings.

I will encourage my child to meet new challenges and have new experiences.

I will respect my children as individuals even if I don't always agree with them.

I will enjoy my children and make time to share interests and appreciate one another.

I will love my children unconditionally.

I will let them know they are lovable, worthwhile and valuable human beings.

~~ Author Unknown ~~