Classroom Orientation

Supply List

• Antibacterial wipes (Clorox or Lysol type) – 2 containers

• Baby wipes – 4 packs (We use these for wiping faces after snack, hands after art, etc.)

• Snacks to share – 3 (things like pretzels, animal crackers, flavored Cheerios, Chex cereal, fruit snacks, Goldfish, etc.)

• Pencils – 8-10

• Crayons – 1 pack

• Colored pencils – 1 pack

• Markers – 1 pack

• Watercolor Paints with Brush – 1 set

• Scissors – 1 pair child’s scissors

• Glue sticks – 4

• Water bottle

• Headphones – 1 pair (Any type that your child prefers; If you child does not tolerate headphones while on the computer or iPad, you do not need to send in any.)

• Back pack
  
  

**If your child requires diapering/toileting items (diapers, wipes, etc.) or specific lunch/snack foods/supplies, please be sure to send a stock of those on the first day of school. We will keep a stock at school and let you know when we run low.

**We also like to keep a change of clothes at school for each of our students in case of accidents or spills.

Classroom Basics

Expectations

In our classroom we believe in setting high, yet reasonable expectations for our students' behavior. We take into consideration the individual needs of all of our students when setting expectations, rewards, and consequences. Below are the classroom expectations, followed by the Glendale school expectations.

Classroom Expectations

• Quiet Voices

• Listening Ears

• Follow Directions

• Nice Hands and Feet

• Be Nice to Others

These expectations are posted in our classroom, along with the visual to represent each one. These simple, visual reminders should help our students understand and remember our classroom expectations.

Glendale GREAT

This is a building-wide initiative to encourage students to make positive choices. We teach our students the meaning of being Glendale GREAT:

G means Great Attitude

R means Respect for All

E means Encourage Others

A means Accept Responsibility

T means Try Your Very Best

Classroom Management

The classroom management systems used in our classroom are designed to meet the needs of each of our students to help them better manage their own behavior and make appropriate choices. In order to meet the individual needs of our students, not all students in our classroom use the same classroom management system. If you have questions about which classroom management system is used with your child, please ask!

Puzzle Folders

The puzzle folder has a picture on the front that each student chooses for themselves. Throughout the day, as students are making good choices, they are asked to add a puzzle piece. When they have added all the pieces to complete the picture, they earn a reward they have chosen from 2 or 3 choices. The puzzle folders also include visual reminders to help students maintain appropriate behavior.

First-Then Boards/Token Boards

We find that some students benefit from more immediate reinforcement given directly after work completion. For those students, we utilize First-Then Boards to help them visualize what needs to be done first, and what comes next. For example, ‘work’ first, then ‘3 minutes with a toy’. We can also incorporate token boards to assist students in maintaining appropriate behavior and completing work during an activity. A student would earn a token for a specified behavior. After earning a certain number of tokens, they receive a preferred reward. These would be used throughout the day as needed.

Red and Green Choices

In order to help illustrate appropriate vs. inappropriate choices, we refer to red (inappropriate) or green (appropriate) choices. Visuals are used to help reinforce the concept of red and green choices.

Sensory

Everyone needs sensory input, and the right kind can go a long way in setting a kiddo up for success. Every student benefits from a variety of opportunities for sensory input throughout the day. This might include quiet sensory breaks on the carpet, the use of hand fidgets, wiggle seats, or stretchy bands on the chair, hugs, tickles, or deep pressure, walk breaks, scheduled and impromptu visits to our sensory room, and much more. If you have any questions or concerns about your child’s opportunities for varied sensory input, let us know!

Parent Communication

Communication between parents and teachers is essential to student success. In addition to phone calls or e-mails, we will be communicating with you daily through your child's daily report. For some students, the teachers in our room fill out this form with input from the student as appropriate. Other students fill out the report on their own, with assistance as needed. In addition to providing more information to you about what happens during the day, these reports give our students a chance to reflect on the day’s activities. Please try to take a look at your child's report each day to see what they did during the day and to check for comments. The daily report also serves as an excellent conversation starter to discuss with your child what he or she did at school each day!

The 'At home I...' page provides space for your child to circle activities they do at home each night. It also allows space for you to write any comments or questions you have for us. Please help your child fill out this page and return it to school each day. We use this page to prompt discussion during our morning meetings.

You will also see a ‘Sneak Peek’ page coming home on Fridays. This is our weekly classroom newsletter. The Sneak Peek lets you know about any special activities, deadlines, etc. for the upcoming week. The bottom of the page has an area that can be cut off and returned with any questions/comments you may have for us.

We will try to answer notes from you as promptly as possible. Please feel free to contact us through a note, phone call, e-mail, or Class Dojo message at any time you have questions or concerns. The school’s number is 427-5400. Our classroom number is 427-5416. Mrs. Zuercher's e-mail is zuercherj@epd86.org. Her cell number is (309) 232-8714; text messages can be sent to this number as well. Please note that cell reception in the building is spotty, so an e-mail or Class Dojo message would be our first choice.

All notes will come home in your child’s take-home (HERO) folder. The left pocket of the take-home folder is for notes that need to be filled out and returned to school. The right pocket is for papers that can be kept at home. The take-home folder should be returned to school each day. Please check your child’s take-home folder each evening.

The student handbook will be sent home as well. Please keep this at home for your reference.

Class Dojo

Class Dojo is a platform that allows communication between school and home. Information will be sent home about how to connect with our classroom on Class Dojo. Class Dojo can be accessed on a smart phone or computer. It allows me to post information to our ‘class story’ for everyone to read, as well as to message back and forth with individual parents as needed. Class Dojo also allows you to connect with other staff your child interacts with, such as the speech therapist and p.e. and music teachers, as well as our other classroom staff. The ‘school story’ portion of Class Dojo is used by Mrs. Armstrong (principal) and Mrs. Abbey (secretary) to post important information pertaining to the school as a whole. If you need assistance with getting connected on Class Dojo, please let us know! It is a great tool to stay connected with each other!

Clever

The Clever portal is another technology platform that is utilized by students to give easy access to the various websites/technology used. Clever can be accessed on your student’s Chromebook. By going to Mrs. Z’s page on Clever, students have access to any websites they might need to complete work when home on quarantine or to practice for further skill development. This is also where they can access the Google Meets link needed for district e-learning days (if applicable this school year). I also post information for parents on Clever as well, including current lunch menus, district calendars, and a link to our classroom website, as well as the weekly Sneak Peek classroom newsletter. While adults do not need to check Clever daily, if you’re looking for something and can’t find it elsewhere, take a look here.

Google Classroom

While the regular education classrooms rely heavily on Google Classroom for assignment completion, we do not utilize it as much. I will have a Google Classroom set up for students to access. This would mainly be used if they are absent or home on quarantine. Generally all work can be accessed through Clever (mentioned above). If an assignment is posted on Google Classroom, I will also send a message through Clever to make the student aware. Your student would only need to visit the Google Classroom if directed.

Absences

If you know in advance that your child will be arriving late, leaving early, or will be absent, please send us a note. We can pass that information on to the secretary. A note about this also helps answer questions and clear up confusion for our students. If they’ve heard they are leaving early/will be absent, a note from home helps us explain to the student what to expect in their school routine during the day.

Please be aware of any current guidelines related to COVID-19. Please contact the school secretary for any questions about current protocols.

If your child is ill or will be absent unexpectedly, please call the office directly at 427-5400.

Recycling

Our class may be participating in recycling this year. As a community service project once a week, we collect and empty recycling bins from the classrooms. Recycling gives our students a chance to interact with other classrooms in our building, work together, follow directions, and do a little heavy lifting.

Birthdays

To celebrate students on their special day, birthdays will be announced on the morning announcements. Students will also be given a birthday book from the Parent-Teacher Club!

In order to protect any students with food allergies, as well as avoid an abundance of unhealthy treats such as cupcakes and cookies, it is a school rule that students not be sent in with treats on their birthdays.

Schedule

The specifics of our schedule are still being worked out. This information will be available on our classroom website as soon as our schedule is complete.

If you have any questions about your child’s individual schedule of therapies, please let us know. Therapy schedules are confirmed within about 3 weeks of the start of school.

Social Narratives

In our classroom, we use social narratives as a way to help our students understand expectations, changes in routine, how to handle certain social situations, etc. These are short stories that we write to explain in clear language and pictures what students can expect/are expected to do in various situations. If we feel your student benefits from the use of these stories, we will use them in class, as well as send them home in their folder as activities/situations arise. Feel free to read and talk about the story with your child to help them prepare. If you feel your child could benefit from a social narrative for a particular situation (school or home-related), please let us know. We’d be happy to write one!

Grades & In-Class Work

Due to the nature of our classroom, each of our students is working on skills related to their Individual Education Plans (IEP). While your student will receive midterms and report cards each quarter, it is important to understand that grades do not carry the same significance in our classroom as they do in other classrooms. The most important information about your child’s progress will be found in their IEP updates which are sent home quarterly. As long as a student is making progress on their IEP goals, they will receive high grades on their report cards. As much of the in-class work we do is hands-on, you may not see a lot of paperwork come home for your student. If you have any questions about your child’s progress on their IEP goals, please let us know!

Curriculum

Reading

To meet the individual needs of the students in our classroom, we use a variety of programs and approaches to teach reading and meet IEP objectives. Some students may work in one of the specific programs mentioned below, with a variety of other activities to supplement. Other students may work on a variety of skill-focused activities outside of a specific program. In addition, we feel it is important for students to be read aloud to, and be given the opportunity to enjoy books on their own or with partners.

Star Program

The Star Program uses applied behavior analysis (ABA) strategies to teach students essential skills in the areas of receptive language, expressive language, spontaneous language, functional routines, academics, and play and social skills. Many of our students have had great success utilizing this program.

Edmark

The Edmark reading program takes a sight word approach to teaching reading. It introduces students to a word, gives repeated exposure to the word, and opportunity to read the word within sentences. A new word is introduced each lesson, and previous words are repeated in future lessons to provide reinforcement. There are also lessons that check comprehension of words learned. In these lessons, students read words or sentences and have to find the matching picture cards. In other comprehension lessons, students look at a picture and find the matching group of words or sentences. Students are also given opportunity to read stories, and may be given stories to take home and practice. Worksheets give independent practice to reinforce learning. A homework component is also available. Lessons are done individually with the teacher and student, or on the computer, and students move through the program at their own pace. This program has proved successful with many of our students, verbal and nonverbal, with varying ability levels.

Corrective Reading

The SRA Corrective Reading program takes a decoding approach to teaching reading. This means they focus on teaching students the sounds made by letters and letter combinations, and work on sounding out words and saying them correctly. The program begins by working on individual sounds and sound combinations, then moves to words, groups of words, sentences, and short paragraphs. Lessons include practice with identifying sounds made by letters, sounding out words, saying words correctly (what they call 'the fast way'), identifying sounds within words, and other practice. Students also complete work in a workbook to reinforce skills, and are given individual tests each lesson to check progress. Students work in a small group led by the teacher. This program is fairly fast paced, but if the group needs more reinforcement of a skill, lessons can be repeated to increase those skills. Our students benefit from instruction in this program to increase decoding skills that are essential to reading. This program has different levels to accommodate varying needs.

Reading Mastery

The SRA Reading Mastery program is very similar to the Corrective Reading program. It takes a decoding approach, working on learning sounds of letters and sounding out words. The activities within the lesson and workbook are also similar. Again, students work in a small group led by the teacher. This program is slower paced, which benefits some students. This program provides our students with important instruction in decoding skills needed to become better readers.

Reader’s Workshop

For the past several years, our district has moved towards a Reader’s Workshop format for Reading instruction. Our classroom will continue to ‘dip a toe’ into this approach to see what works best for our students. The workshop approach involves beginning with mini-lessons that target specific reading comprehension skills. After time to practice the skill with the teacher, students are then given time to practice the skills independently and/or with partners. This independent time allows the teacher to pull individual or small groups of students to reinforce targeted skills. Because our classroom is small to begin with, workshop will look differently in our classroom, but I still hope to utilize some of the good practices of the approach to help increase our students’ reading skills!

Classroom Book a Day

While we read aloud several books each day to our students, Classroom Book a Day allows us to pick a specific book to read aloud each day. Books are chosen to represent a wide variety of diversity and topics. These books are read purely for enjoyment and increasing a love of reading. We track the books read on a chart with a picture of each book. The students really enjoy seeing the chart fill up with all the books we’ve read, as well as looking back on and remembering the stories throughout the year.

Math

Math instruction in our classroom is designed around IEP objectives, and considers what skills students are ready to learn. While we may not use a specific program, students participate in instruction and activities designed to meet their needs. Some students in our classroom work on identifying numbers, matching groups of objects to numbers, putting numbers in order, and other beginning number skills. Other students will be working on basic addition and subtraction, time and money skills, and various other math skills.

Morning Math Meeting

All students participate in the morning math meeting, which is done using our classroom SmartBoard. During this time, we work on a variety of skills. Calendar skills are taught, including learning days of the week, months of the year, and identifying important holidays and upcoming events. We also discuss temperature and weather, and identify seasons. The number of days of school is tracked and place value is discussed. We also work on shapes, telling time, and number sense skills.

Language Arts

Haggerty Phonemic Awareness

This program is a great program to teach phonemic awareness skills, which are essential to develop skilled readers. The program follows a routine of various activities including letter recognition, letter sounds, rhyming, blending, segmenting, and sound substitution, among others.

Fundations

Fundations is a structured program that teaches foundational literacy skills. This program was new to us last year, and our students have already begun to benefit from it. We have access to a variety of levels to meet student needs. In beginning lessons, students work on letter and letter sound identification, and learning to write letters. The program then moves into letter combinations and various word work (blending, segmenting, etc.). The program helps to teach students the rules for sounding out words so they can apply those rules to lots of other words they encounter. We are excited to continue this program this year!

Words Their Way

The Words Their Way program is a program designed to help students learn patterns in words, which helps improve reading and spelling skills. Students are given a 'word sort'. Students complete a variety of activities with each sort to help learn the pattern for that sort. In addition to classroom activities, a copy of the sort may be sent home along with a list of activity ideas for your child to complete at home. This program may be utilized to supplement the Fundations program as needed.

Writing/Writer’s Workshop

Those students with IEP objectives related to writing will be working on identifying and writing complete sentences, understanding what makes good sentences, and other writing tasks. Our district is also promoting the workshop approach for writing instruction. As with reading, we will be utilizing portions of this approach that we feel will benefit our students.

Handwriting

Some students work on forming letters and writing their names. Other students will be continuing to develop their print skills. Letter formation practice is built into the Fundations program.

Science and Social Studies

With having multiple grade levels in our classroom, we try to cover concepts that are meaningful and interesting to all of our students. In Science, we will be focusing on the scientific method, formulating questions, completing experiments, and looking at results. Our Social Studies instruction is centered on current events. We use 'newspapers' from the website News-2-You to discuss current events that children find interesting.

Cooking

Last year we began integrating cooking back into our curriculum. We plan to continue again this year. Cooking is a great way to teach our students many valuable skills including reading recipes, following directions, cooperating, measuring and working with various cooking tools, and other basic cooking skills they can use now and later in life. In the past, our students have really enjoyed the opportunity to make a variety of recipes, including many from other countries. When making recipes from other countries, we spend time learning a little about the country, locate it on the map, and color the country's flag. We also use cooking as an opportunity to discuss nutrition, including good and bad food choices.

Independent Tasks/Structured Work Systems

We believe it is important for students to develop independence. We've seen the pride that students show when they are able to complete tasks on their own. To develop independent work skills, some students complete independent tasks using structured work systems. Each set of tasks relates to the student's IEP objectives and are first mastered with teacher direction. Once the task can be completed independently, the task is completed using a structured work system. Structured work systems are individualized to meet each student's needs. One student might require their tasks to be set near them, they move the task to their work space, then move the tasks to a done bin next to them. Other students may retrieve their tasks from a spot in the room, bring the task to their desk to complete, then walk the task to the done bin. We have seen great success with our students using structured work systems to complete independent tasks! If you have questions about your child's tasks or structured work system, please let us know!

Toileting

We are in a new classroom this year, and we have bathrooms in our classroom! With easy access to bathrooms, we hope to be able to better implement toilet training for those students needing to work on those skills. If your child is toilet training, you may see a data sheet come home so you are aware of bathroom habits here at school. If you have any questions or concerns about toileting, please let us know!

If your child requires toileting-related disposable items (pull-ups, diapers, wipes, etc.), please send a stash of those to school. We will keep each student’s items in a separate area, and will try to let you know promptly when we’re running low.

We ask that all students keep a change of clothes here at school. Accidents (toileting-related or spills) can happen to anyone, so having a change of clothes on hand is helpful.

Break/Snack

A 15-20 minute recess is given once throughout the day. We also have an afternoon break time in our classroom. We feel the needs of our students dictate a short break after a long day of hard work. We take this time to play games or relax with a book.

On most days, we will also have a snack. Snacks might be pretzels, dry cereal, dried fruit, or other kid-friendly items. We use this as an opportunity to encourage our students to use manners, as well as to communicate their wants and needs. As always, we take into consideration our students' dietary needs when selecting snacks!

Field Trips

We again plan to take a few field trips this school year. With the needs of our students, adult support is essential to keep everyone safe and help everyone have an enjoyable time. We will reach out through notes when field trips are planned. We hope you’ll be able to join us on at least one field trip this school year!

Morning Routine

Each morning, students come in and unpack their book bags. Breakfast is brought to the classroom for students needing it. After breakfast, students complete morning work. Before Covid, we also had our students work on basic hygiene skills. If possible, we would like to reintroduce that this year. After breakfast (if needed), students would complete sink time. This would involve brushing their teeth, putting on deodorant, and brushing their hair. Students would be given their own box to store their hygiene items and would use the sink one at a time. These are great life skills for our students to practice! If you have any concerns or your child has any restrictions as far as hygiene routines, please let us know!

Morning Work

Most mornings, students will complete morning work. This may vary from student to student. Some students may complete ‘work bin’ type activities, while others may complete ‘website work’ on their Chromebook or a short work page at their desk. Morning work skills will change throughout the year in order to work on various IEP goals.

Morning Meeting

Before taking our first restroom break, we hold a morning meeting. The morning meeting has four parts: greeting, sharing, group activity, and morning message. During the greeting we work on name recognition and eye contact using various fun greetings. During sharing, each student is allowed a chance to share one or two things. We use rain/rainbow sticks to help students focus on sharing things that are happy (rainbow) or not so happy (rain). Students are encouraged to share about what they did the night before, what plans they have coming up, or other things they have going on in their lives. During the group activity, we complete various activities. One activity we like to do in particular is Go Noodle. This is a website that has a collection of fun dance, movement, stretching, and calming activities for kids. Feel free to check out Go Noodle at home at www.gonoodle.com . We end the morning meeting with a morning message, going over our schedule for the day and reading any social narratives about upcoming special activities.

Other Information

State Testing

Each year, 3rd-5th grade students are required to participate in standardized testing given by the state. Some of our students participate in alternate testing called Dynamic Learning Maps. Testing is given individually on the computer, with the teacher reading/delivering test items to students. Other students may complete IAR testing, which all general education students complete. This testing is also completed on the computer, with the teacher available to read directions and provide assigned accommodations. Your child’s specific testing and accommodations are discussed at his/her IEP annual review meeting.

On the Web

We would like to encourage you to visit District 86's website. Here you can find useful information and links to community resources.

Also, check out our classroom website. From the district website (www.epd86.org), click on Schools, Glendale. Then click on Menu, Staff. Click on page 2 and scroll down to Mrs. Zuercher. Click on the website link listed under the email address. You can also use the link on the Clever portal. We will be updating our site throughout the year. Check back regularly for updates on what's happening in our room, photographs, and other information!

Box Tops

Help our school raise money by purchasing your favorite products that have Box Tops! The Box Tops program is transitioning away from cutting tops from packages and is moving to using the Box Tops app. Simply download the app from your phone’s app store, create an account, and choose Glendale School. After a trip to the store, scan your receipt using the app. The app will automatically find any participating items and will add the money to our school’s total. We hope you’ll consider utilizing the app to help our school! For more information about box tops and to find coupons and other ways to help our school, check out the Box Tops website at http://www.boxtops4education.com/.

Change for Charity

Throughout the year, our school will be raising money for various charitable organizations. On a Change for Charity day, we will choose a special way to participate, such as wearing a certain color or team, dressing in mismatch, wearing fun socks, etc. Your child can participate by bringing in at least 25 cents to donate to the charity. We like to encourage students to earn the money they donate by doing simple chores around the house.

As always, if you have any questions or concerns, please contact us at the school! We look forward to a great school year!

Glendale Life Skills Arrival & Dismissal Times

**Please note that these times are different from last school year**

Regular Schedule

Arrival: 8:50a.m. Dismissal: 3:23p.m.

School Improvement Day/In-Service/No School in P.M.

(Applies to these dates: 10/6/23, 10/19/23, 11/3/23, 12/15/23, 2/9/24, 5/17/24)

Arrival: 8:50a.m. Dismissal: 12:40p.m.

Early Dismissal

(Applies only to 12/22/23)

Arrival: 8:50a.m. Dismissal: 2:35p.m.

**Give the Special Services department a call at (309) 427-5127 for specifics about timing of Special Services bussing

As always, if you have any questions or concerns, please contact us at the school!