WEEKLY STAFF BULLETIN

February 4-8

WEEKLY STAFF BULLETIN

Good morning.

Yesterday, sure was a nice break with the weather. Groundhog Day predicted and early Spring...yay. Thank you to the teachers that help to plan and supervise the MORP dance. The students looked amazing and appeared to have a great time.


Please get with me this week to schedule the next round of observations. I would like to have them completed before Spring Break. Also, please have your students take the survey before the end of the week.The surveys are an informal means for your students to provide feedback to you, and it shows them that their input is valued. It is always insightful to see what the students say.



Have a great day and week!


Aim High and Dream Big!!

Trish

MORP Dance

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What's Going This Week

This week is Language Arts Supervision.

KINDNESS WEEK CONTINUES MONDAY AND TUESDAY


Monday- Basketball -Batavia ( Girls Home)- Dress Like a Hippie

Tuesday- Pull Interim grades-Wear Neon

Wednesday-EH- Subject Areas- Basketball game - Boys @ Bethel

Thursday- Parent Teacher Conferences 4-7/ Book Fair

Friday- Jill's Birthday- Interims Go HOme

We Get What We Model

When kids go home from school, they may not tell their parents what they DID at school ...but they will certainly tell their parents what they SAW at school. What do we want them to see and hear?
We Get What We Model

Students with Anxiety at School

Classroom Strategies for Students with Anxiety

The Children’s Center on OCD and Anxiety (2009) believes that students with ASD do their best work in a classroom that is calm, supportive, and organized. Some sample classroom accommodations for students who are anxious can include:

Seating Within the Classroom: where the student most engaged in the class activities and least engaged with rowdy classmates?
Following Directions: have written directions on the board or elsewhere so they are clear and visible to all. Give a signal before giving important instructions.
Class Participation: know the student’s strengths with responding; do they do better with yes/no questions or with opinion questions? Create a signal to let the student know his or her turn is coming and provide opportunity for the student so share knowledge on areas where there student is confident.
Class Presentations: can the student present to the teacher only or audio tape the presentation?
Answering Questions at the Board: can the student be exempt from this activity or is there another way for them to be involved. Simply writing the information on the board and then sitting down before the material is analyzed?
Testing Conditions: having extended time or taking the test in another quiet, distraction free room is helpful. The use of word banks or equations sheets can also cue the student who may ‘blank out’ due to anxiety when tested.
Lunchroom/Recess/Unstructured Activities: using peers as lunchroom buddies or recess pals for younger students and peer mentors for older students can ease the fear of rejection. Avoid child choice in a classroom when groups are being formed, teachers can appoint or use ‘counting off’ or some other technique to eliminate the ‘last person chosen’ situation.
Safe Person: this can be anyone in the school who can provide an understanding and calming presence for the student, someone who understands the student’s worries and anxieties is best.
Cool Down Pass: for those students who become overly anxious and may not ask for a break in front of classmates, a pre-determined card can be placed on the student’s desk by the observant teacher, or the student can place it on the teacher’s desk when in need of a break. The break may also be pre-determined; perhaps they get a drink, talk to their safe person, or take a short walk in the halls.
Assemblies/Large Group Activities: thoughtful seating selection for the anxious student is imperative to decrease anxiety. Seating at the back of an auditorium or on the end of a row to allow for time away are both helpful.
Return After Illness: anxiety can increase with the amount of work missed during an absence. Having notes copied from the lessons missed can help as well as having the option to use time in class to complete make up work during the day.
Field Trips: prepare the students for the trip by giving all the details necessary in visual form as well as verbal. Place the student in a group with the teacher or other familiar adult at the destination.
Change in Routine/Substitute Teachers: let the child and child’s family know of any major change in routine in order to process the change. It is also useful for the student to know the teacher will be returning to the classroom.
Fire/Safety Drills: social stories about fire drills, sometimes accompanied by an audio tape of the sound played quietly can help the student understand what will happen when a drill occurs. Some students who are highly anxious may need to have a signal from the teacher that the alarm will sound to eliminate the surprise factor.
Homework expectations: give the class an estimate of how much time each homework assignment will take, assign every other math problem, reduce reading and writing assignments, allow books on tape, and allow alternative methods for answering in lieu of written responses.

(Adapted from WorryWiseKids.org- http://worrywisekids.org/schools/sample_accomodations.html

Weekly Challenge

Since this week is CONTINUING Kindness week I am challenging YOU to surprise colleagues with special notes or treats to inspire extra smiles. Your prize will be the feeling you get from making someone's day:)
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