COLLABORATIVE NOTEBOOK

Collaborative Notebook

A Guide to Ms. Thorson's 2012-2013

Mathematics class
Remington House Preparatory Academy
1516 Remington St. Fort Collins, CO 80524
(970) 484-7447
jamie@jacobcenter.org

COLLABORATIVE NOTEBOOK

Special Education Teacher

Open Creative Accomodating Welcoming Supportive Compassionate

Contact Information

Behaviors Practiced in Class

E-mail: jamie@jacobcenter.org
School Phone: (970) 484-7447 ext. 301
Cell Phone: (970) 690-3646
School Main Number: (970) 484-7447

Follow directives
Respect peers including their
belongings, space, and ideas
Settle conflict peacefully
Take accountability and make
ammends for inappropriate
behavior
Work quietly in class
Transition between classes
silently
Use appropriate language
Follow and participate in daily
schedule

Communication:
I believe that strong communication amoungst families, professionals, and
educators is the key to achieving a healthy and supportive system that allows for optimal
learning and growth. Feel free to contact me anytime with questions, comments,
concerns, or just to say hello.
The ways in which I will communicate with you include: Monthly staffings, daily
point sheets, parent teacher confrences, and IEP meetings.

COLLABORATIVE NOTEBOOK

Introduction to the Notebook

This purpose of the following collaborative notebook is to assist my peers, supervisor,
paraprofesional, students, student's parents, and other professionals that are part of the students team in
creating a partnership in providing education and support for students. The following pages include
various communication styles, letters to the parents, a brief introduction to my educational philosophy, a
proactive behavior management plan, introduction to communication, and samples class work.
The hope for this notebook is to demonstrate how my classroom will be run and how all parts of
the team including the parents, professionals, and child are included in making the classroom effective.
The following page s includes a statement on my educational philosophy and a table of contents to help
guide you through the notebook. There are four sections of this notebook each dedicated to a different
area of importance.
The first section is welcoming to the parents and students. It includes letters to the parents and
students in both English and Spanish and within these letters you will find further glimpses into my
personal educational philosophy. This section also outlines the daily schedules, seating arrangements, and
other routines. The second section outlines my behavior management plan. It provides detail into how the
plan works and how it will be taught and implemented. Section three is about communication. It provides
information about the importance of working as a team, reasearch about collaborating, and ways in which
I plan to create ongoing communication. The final section includes an example lesson plan, a reminder
about contacting me to obtain resources to help others support students, and finally the references I used
to support this notebook.
The content of this notebook is unique to me and is intended to strengthen the partnership
between all parts of a childs educational and professional team. In order to achieve an effective classroom
there needs to be collaboration amoungst parents, professionals, and the child and this is the first step
towards achieving that collaboration.

COLLABORATIVE NOTEBOOK

About My Teaching

Personal Philosophy Statement

As a teacher I want to de-emphasize the mistakes learners make and focus instead on the
beauty and ability each one exhibits. I want to make every person feel smart, successful, and
motivated to learn. Education can enable people to better their lives, their moods, and their
understanding of the world, in small ways and large. It can instill confidence, and motivate
achievement, even beyond expectation. My goal and philosophy dovetail in the overall desire to
inspire people to want to learn. Included in my classroom philosophy are varied pedagogical
methods that are implemented to help students engage and support understanding of various
types of learners.

COLLABORATIVE NOTEBOOK

Table of Content
Page 2
Page 3
Page 4
Page 5
Page 6

Contact information, quick glance of classroom tasks, note about

communication
Introduction to this notebook
Personal Philosophy Statement
Table of Content
Table of Content Continued

Part 1: Welcome
Page 8
Letters to parents in English addressing classroom philosophy and
what to expect for students
Page 9
Letters to parents in Spanish addressing classroom philosophy and
what to expect for students
Page 10
Letter to Students in English introducing myself and the classroom
Page 11
Letter to Students in English introducing myself and the classroom
Page 12
About the Classroom
Page 13-15 Inclusion
Page 16-18 Classroom Setup including arrangment of the class and explanation as
to why it is arranged how it is
Page 19-20 Daily Schedule
Page 21
Professional Support
Part 2: Behavior Management
Page 23
Introduction to Behavior Mangement Plan and Statement of purpose
Page 24
Behaviors and Behavioral Expectations, introduction to ILP's
Page 25
Sample ILP
Page 26
Procedures- purpose for them and sample procedures
Page 27
Plan for teaching behavioral expectations, New students and the
expectations
Page 28
Positive Peer Culture, reinforcments, and consequences
Page 29
Staff intervention and praise
Page 30
Consequences chart outlining the various levels of consequences
Page 31-32 Tools and strategies for behavioral and educational concerns
Part 3: Communication
Page 34-36 Communication- Past, Present, and Hopefully Future
Page 37-45 Collaboration table- Roles of professionals

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Table of Content Continued

Page 46-47 Master list of Tasks and Duties for paraprofesionals
Page 48-49 Paraprofesional task confidence invetory
Page 50-51 Ongoing communication Strategies
Part 4: Resources and Sample Work
Page 53
Daily Routines/warm-ups
Page 54-55 Sample Lesson Plan
Page 56
Further information-A reminder about communication and contact
information
Page 57-58 References

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Part 1: Welcome

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Dear Parents/Guardians,
Welcome to the new school year! I would like to begin by introducing myself and my educational
philosophy and also provide you with a glimpse of the upcoming school year. My name is Jamie Thorson
and I am the Math teacher at the Remington House. This is my first year as a teacher but I worked as a
para-profesional in the past. I teach math to individuals age 10-18 who are at a variety of levels. It is my
belief that education is critical to understanding and engaging with society and the world. Therefore, I
believe its important to inspire curiosity in all learners to help them understand the world and express
what they learn and discover. As a teacher, I want to de-emphasize the mistakes learners make and focus
instead on the beauty and ability each one exhibits. I want to make every person feel welcome, smart,
successful, and motivated to learn. I want to help cultivate students individual education while assisting
in their development of problem solving skills and personal control over their behaviors. Helping students
feel successful in school will allow them to exhibit that confidence in other aspects of their lives including
independent living, positive social interactions, and setting and obtaining goals.
As we move through this year, I will strive to include you in all decisions regarding your child as
well as classroom decisions. Once a month we hold a staff meeting in which all of the Remington House
workers, any professionals that are part of your child's case, and you as well as your child will be
included. As a group, we discuss how your child is doing, including feedback on what is working well for
your child and what we still see as challenges that we need to find ways to overcome. As a collaborative
whole, we have more insight, suggestions, support, and ideas to help ensure the success of your child and
every child.
In addition to monthly staff meetings, I will provide both you and your child with positive
feedback for the work they are doing. I want each person know that the best day to get attention and
support is through positive actions either behaviorally or educationally. With your help, I will help each
student find the environment and learning style the supports their learning and engagement and allows
them to be successful.
For your child in this age group, it may seem that this is a difficult time. With the physical and
emotional growth many students will be experiencing as well as the expected difficulty with your child
embarking in individual and family therapy, you can expect to see a lot of mood swings and frustration at
times. It is important that we work together to help your child be successful and do the best that they can.
As they move into adulthood they look up to other adults for support and advise, even when they seem
frustrated. Keeping an open line of communication amongst us and working together to ensure the
success of your child, will be the key to helping your child grow.
Please feel free to e-mail me or call me any time. I look forward to working with you and your
child and hope that together we can see their beauty as they learn and grow.
Sincerely,

Jamie L. Thorson
Math Teacher
Remington House Preparatory Academy
970-484-7447
jamie@jacobcenter.org

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Estimados padres/tutores,
Bienvenidos al nuevo ao de escuela! Me gustara empezar por presentarme y mi filosofa de
educacin adems darles una vista del ao que viene. Me llamo Jamie Thorson y soy la instructora de
matemticas en la casa de Remington (Remington House). ste es mi primer ao como maestra pero
trabaj como para-profesional en el pasado. Enseo variedades de niveles de matemticas para
estudiantes dentro de las edades 10-18. Creo que la educacin es una parte crtica para comprender y
dedicarse a la sociedad y el mundo. Creo que es importante inspirar la curiosidad de todos los estudiantespara ayudarles a comprender el mundo y para expresar lo que aprenden y descubren. Como maestra,
quiero des-enfatizar las equivocaciones de los estudiantes y en vez enfocarnos en la belleza y capacidad
que exhibe cada uno. Quiero asegurar que todas las personas se sientan bienvenidas, inteligentes, exitosas
y motivadas para aprender. Me gustara cultivar la educacin del individuo mientras tambin ayudarle en
su desarrollo de controlar su comportamiento. y sus habilidades de resolver los problemas. Ayudar a los
estudiantes a sentirse cmodos en la escuela, les dejar exhibir su confianza en otros aspectos de sus vidas
incluso: vivir independientemente, interacciones sociales ms positivas y obtener las metas que plantean.
Mientras continuamos por este ao, intentar incluir a ustedes en todas las decisiones que afectan
a su hijo/a y tambin las que afectan a la clase. Una vez por mes tenemos una reunin del personal en las
cuales cada profesional que trabajan en el caso de su hijo, su hijo y tambin ustedes estn involucrados.
Discutimos en grupo cmo va su hijo incluyendo lo que le est funcionando y ayudando y lo que
pensamos como grupo son los desafos que necesitamos ayudarle a superar. Como grupo colectivo,
tenemos ms perspicacia, ms sugerencias, apoyo e ideas para asegurar el xito de su hijo y cada
estudiante.
En adicin a las reuniones mensuales, voy a darles a ustedes y su hijo comentarios positivos sobre
las cosas en que est trabajando su hijo. Quiero que cada persona sepa que la mejor manera de recibir
atencin y ayuda es a travs de acciones positivos o en comportamiento o en educacin. Con la ayuda de
ustedes, ayudar a cada estudiante encontrar el ambiente y estilo de aprendizaje que sostiene su
dedicacin y lo dejar ser exitoso.
Le puede parecer un tiempo difcil a su hijo de estas edades debido a los cambios o el crecimiento
fsico y emotivo. Sin embargo cuando su hijo comience terapia individua/familiar, ustedes pueden
anticipar muchos cambios drsticos de su humor. Es importante que trabajemos juntos para ayudar a su
hijo para que sea exitoso y hagan lo mejor posible. Mientras entran en la edad adulta, buscan a otros
adultos para apoyo y consejos, hasta cuando parecen frustrado. Tener una lnea abierta de comunicacin
entre nosotros y trabajar juntos son los elementos claves para asegurar el crecimiento de su hijo.
Pueden llamarme o enviarme un email cuando quieran. Me alegra la oportunidad de trabajar con
ustedes y su hijo y espero que juntos podamos realizarse la belleza durante su crecimiento y aprendizaje.
Sinceramente,

Jamie L. Thorson
Instructora de matemticas
Remington House Preparatory Academy
970-484-7447
jamie@jacobcenter.org

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Dear Students,
Welcome to the Remington House. My name is Jamie Thorson and I will be your math teacher this year.
Before the school year begins I want to prepare you for the year and introduce you to some of the
classroom expectations. To begin, our classroom is a safe space and needs to remain that way. It is
difficult for students to learn if they feel unsafe. All people are welcomed into the class and discrimination
of any sort will not be tolerated. As we progress through the year we will shine light on various cultures
through applied math activities. This is a way to help us show a part of who we are and allow others to
learn about our culture.
All of our homework is used to help you learn and prepare for the test. It is a practice activity and if you
are unsatisfied with your grade you can re-do it for credit. Any time you feel unsure about how to do work
please come to me. If you don't feel comfortable asking in class or raising your hand, please pull me
aside, send me an e-mail, or leave a note on my desk asking for extra help. I will set time aside to help
ensure that you are successful if you are also willing to work for your success.
My goal as your teacher is to help you learn and gain confidence in yourself. I realize that for many
people math is a challenging subject and the fact there is only one right or wrong answer leaves students
frustrated. There are a few solutions I have developed to help ease this frustration. One- showing your
work will help you gain partial credit so the whole problem is not wrong. Two- acknowledging when you
are frustrated and using the approved method for taking a break from your work is welcomed. Threeunderstand that you are not alone in getting frustrated on occasion but be willing to calm down and try
again.
As we progress through the year, please know that I am hear to help you and want to see you succeed.
Please feel free to contact me with any questions, comments, or concerns.

Jamie L. Thorson
Math Teacher
Remington House Preparatory Academy
970-484-7447
jamie@jacobcenter.org

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Estimados estudiantes,
Bienvenidos al Remington House. Mi nombre es Jamie Thorson y soy tu maestra de
matemticas para este ao. Antes de que empiece la clase, me gustara prepararte para el ao y
presentarte las expectativas de la clase. Para empezar, nuestra clase es un espacio seguro y
tiene que continuar as. Es difcil aprender si los estudiantes se sienten inseguros. Todas las
personas estn bienvenidos en la clase y cualquier tipo de discriminacin no ser tolerado.
Mientras continuamos durante el ao, nos enfocaremos en culturas variadas a travs de las
matemticas aplicadas. De esta manera podemos demostrar quienes somos y ayudar a otras
personas aprender sobre nuestras culturas.
Toda las tareas son para ayudarte aprender y prepararte para los exmenes. Son actividades
para practicar y si ests insatisfecho con la nota, puede re-hacerla para ganar ms puntos. En
cualquier momento si no ests seguro sobre cmo hacer la tarea, por favor ven a m para
preguntar. Si no te sientes cmodo preguntando en clase sobre cmo hacer la tarea, por favor
djame saber aparte de la clase, mndame un email o deja una nota en mi escritorio para pedir
ayuda. Puedo reservar tiempo para asegurar que tiene xito si t tambin tienes la voluntad de
trabajar por ser exitoso.
Mi meta principal como tu maestra es ayudarte aprender y conseguir confianza en ti mismo.
Comprendo que para muchas personas las matemticas son un tema exigente y el hecho de
que hay respuestas correctas e incorrectas deja que muchos se sienten frustrados. Pero, tengo
algunas soluciones que he desarrollado para ayudar. Uno- mostrar tu trabajo y tus clculos te
ayuda ganar puntos parciales para que no todo el problema sea incorrecto. Dos- reconocer
cuando te sientes frustrado y utilizar las maneras aprobadas para tomar un descanso del
trabajos son bienvenidos. Tres- comprender que no ests solo en sentirse frustrado de vez en
cuando pero tienes que demostrar la voluntad de calmarte y intentar otra vez.
Durante todo el ao, por favor recuerda que estoy aqu para ayudarte y que yo quiero que
tengas xito. No dudas en contactarme con preguntas, comentarios o preocupaciones.

Jamie L. Thorson
Instructora de matemticas
Remington House Preparatory Academy
970-484-7447
jamie@jacobcenter.org

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About the Classroom

Remington House is a specialized school for students who are in residential

treatment, are waiting for meds to stabalize, or are struggling to succeed in
other schools in the district

We accept students age 10-18, with the majority of our students ranging from 7th grade
through senior year of high school

Classes are divided between highschool and middle school and every student has an
individual learning plan designed for their educational and behavioral needs.

The total number of students accepted is 20

Typically class sizes are fairly even so approximately 10 high school students and 10 jr.
high students

Majority lower income families or students who are in foster care or awaiting placement

Many of the students have emotional or behavioral disorders

Most of the students have learning disabilities

Many of the students have had drug addition problems in the past

All of the students are receiving individual therapy, group therapy and most also receive
family therapy

Majority of the students are on probation

On average our male to female ratio is about 3:2

We provide support for GLBTQ

Our population is constantly changing and very diverse

Students who identify as GLBTQ are allowed to attend support groups in the community
as long as it is approved by parents and professionals and they are following basic
expecations at the facility

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Inclusion of Diverse Groups

Research-based curriculum:
1. All the classroom strategies are based on models that research has found successful
2. The Strategy/approach used will depend on your childs for example eye contact, tone
of voice, facial expressions, body movement, and communication are all strongly
influenced and learned through culture and the way the curriculum is delivered needs
to be respectful to all people within the class (IRIS, 2005).
3. There are also stretegies to help students better understand the information. One
strategy is relating the information in class to something the child already understands.

Teaching to your child:

1. Although the students are following the basic curriculum various adjustments can be
made to help ensure you child succeeds.
2. Allow teachers, professionals, and parents in working collaboratively towards meeting
child's educational needs
3. Utilize Family and professional parnerships to help understand cultural differences

Classroom management:
1. As a school we prevent many problems before they occur by using the a positive peer culture and
frontloading events with students before they occur to reduce anxiety and help the students
prepare mentally, physically, and emotionally.

2. Additionally using the Positive Behavior Support model (PBIS) for the primary prevention of
positive behavioral interventions, we limit unwanted behavior

3. We utilize proactive management system that establishes consistent and meaningful rules

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4. Every Friday the schedule will include abridged general academic classes in order to allow
additional time for study hall or incentive.

5. Study hall will be for students who did not work in class or did not complete all their homework
6. Incentive will be enriched, hands on learning with a new topic of focus every week for students
who worked hard all week in class and turning in homework.

Types of social, behavioral, and academic instruction:

1. Universal Design For Learning (UDL) create inclusion and uses alternative teaching
lessons in the representation of information
2. The classroom set-up allows for easy transition between instructional learning,
individual work, and group works
3. The Positive peer culture teaches appropriate and beneficial peer relationship skills

Inclusion of cultural and economic diversities

1. Lunch and snacks are provided for all students who attend the Remington House. No outside food
or drink is allowed in the facility and a healthy balanced meal is given to anyone who attends the
school. The residential clients also receive breakfast and dinner at the facility.
2. Students who are daytreatment and whose parents cannot affort food, also receive breakfast when
they arrive. This helps students of low-income families to fuel their body and brain to be ready
for school.
3. All residential students are tested, within a week of arriving, to see if they qualify for Title-I
services
4. Students who identify as GLBTQ are allowed to attend support groups in the community as long
as it is approved by parents and professionals and they are following basic expecations at the

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15

facility
5. During the intake process students are asked if they have any cultural or religious needs

6. When possible, families meet with therapist and cultural needs or differences are discussed
7. Every staff and teacher is informed about ways to help make the student feel more comfortable
8. In the event the family is not involved and we know the student may have cultural differences, we
ask them about them and make their differences seem valued, respected, and understood.

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Classroom Setup
1. I share a classroom with the science teacher and we teach opposite periods
2. The classroom is set up with the students in rows facing the white board but there are clear
divisions for group work and accessibility for students in wheel chairs

3. There are posters that help foster student engagement in both the math and sciences
4. Posters of famous mathematicians and famous female scientists as well as tools like numberlines
and parts of a flower can be found around the
room.

5. The arrangement of the class space allows for

student and teacher mobility around the room.
Thus students have easy access to classroom
resources, the pencil sharpener, or get up to
take space. Also, as a teacher I am able to
check in with each student and move around
the class. According to Evertson, et al. (2003) the most effective teacher moves frequently
throughout the classroom, and create a line of sight to each student. A larger spaces in the center
row and column allows space for students in wheel chairs to have full access to the class as well
as creating an easy division line for shifting into group actives. The purpose of placing
bookshelves, computers, and the teachers desk at the back of the room is to reduce distraction.

6. This set up allows for a teacher led activity, openings, and explanation to occur. After the teacher
led activity the students get a slight break to move and shift their desks into calculated groups.
They can then resume work in groups. Flexibility in room arrangement allow a variety of
instructional formats to be used Evertson, et al. (2003).

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View of the Classroom

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View of The Classroom During Group Work

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Remington House
2012-2013 School Schedule Mon-Thurs.
Group One: Middle School
7:30 am- 8:20 am:
Language Arts
8:25 am- 9:15am:
Science
9:20 am- 10:10 am:
Vocational/Affective Ed.
10:10 am-10:30 am:
Bathroom Break
10:35 am-11:25 am:
Social Studies
11:25 am-12:25pm:
Lunch/Literacy/Life Skills
12:30 pm-1:30 pm:
Physical Education/Health
1:35 pm- 2:25 pm:
Math
2:25 pm-3:00pm:
Literacy
Group Two: High School
7:30 am- 8:20 am:
Math
8:25 am- 9:15am:
Social Studies
9:20 am- 10:20 am:
Physical Education/Health
10:20 am- 10:40 am: Bathroom Break
10:45 am- 11:35 am: Science
11:35 am- 12:35pm:
Lunch/Literacy/Life Skills
12:40 pm- 1:30 pm:
Language Arts
1:35 pm- 2:25 pm:
Vocational/Affective Ed.
2:25 pm-3:00pm:
Literacy
Friday School Schedule Friday
Group One: Middle School
7:30 am-8:10 am:
Language Arts
8:15 am-8:45am:
Science
8:50 am-9:30 am:
Vocational/Affective Ed.
9:30 am-9:50 am:
Bathroom Break
9:55 am-10:35 am:
Social Studies
10:35 am-11:35pm:
Physical Education/Health
11:35 pm-12:30 pm:
Lunch/Literacy/Life Skills
12:35 pm-2:15 pm:
Incentive/Study Hall
2:20 pm-3:00pm:
Math
Group Two: High School
7:30 am- 9:05 am:
Incentive/Study Hall
9:10 am- 9:50am:
Math
9:55 am- 10:35 am:
Science
10:35 am- 10:55 am: Bathroom Break
10:55 am- 11:35 am: Social Studies
11:35 am- 12:35pm:
Lunch/Literacy/Life Skills
12:35 pm- 1:15 pm:
Vocational/Affective Ed.
1:20 pm- 2:20 pm:
Physical Education/Health
2:25 pm- 3:00pm:
Language Arts

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Schedule Continuted

Students attend School 7:30am-3:00pm everyday

Daytreatment clients are expected to work on team building skills from 3:00-3:40

All students attend a therapeutic group from 3:45-4:45

At 4:45pm daytreatment students will be given a ride home

Monday through Thursday I teach math first period and eighth period as well as Physical
Education/Health third period and seventh period

Other periods I am available to help students who have questions or concerns

Additionally I will check in with kids during literacy since they are able to work on their
homework and ask questions

Fridays students will be able to work on any homework they missed during the week. Students
who have turned everything in will play math puzzles on mathiscool.com or use a mathblasters
game that is available ion the computers in my classroom

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Professional Support

Kids prosper with the right help and support to learn and grow

The classroom has a teacher (myself). I have a Bacholors in Science,

Temporary Teaching Eligability for Special Education

In addition there is one paraprofessional who is in the classroom 50-70% of the

time

Our Title I teacher often helps out with one on one questions during class
before pulling individual students to work one on one with

Finally for emotional support our assistant director is available to speak to

students invidually when needed

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Part 2: Behavior Management

Research has shown that when a teacher does not have a behavior management plan in place,
high risk students are more likely to demonstrate poor academic and behavioral achievement
(Donovan & Cross, 2002; Harrell, Leavell, van Tassel & McKee, 2004)

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Behavior Management Plan

In classrooms, students aren't always sure what to do when they need to use the
restroom or sharpen a pencil, so they have to raise their hand and interrupt the lesson
or activity that the teacher is trying to provide to everyone.

The purpose of a behavior management plan is to reduce the disruptions and

interruption so that class may function smoothly and remain on-task (IRIS, 2005).

The hope is also to focus on the positive behaviors of the students rather than to point
out the negative behaviors (IRIS, 2005).

With an effective plan in place, the students are able to get more done, the teacher's
able to get more done, the sense of community is stronger because everybody knows
what to expect, and they can work in a positive way within these expectations (IRIS,
2005).

As a group we will help students achieve academic confidence and

instill the students with strong and lasting study habits. Our class will provide safety,
confidence, respect, and a positive learning environment which aids in academic success. All
students will respect one an others opinions and differences, as well as actively participate in
class discussions and activities, in order to reach their full potential.

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Behaviors
There are various behavioral expectations that remain constant in most classrooms. These
behaviors need to be taught and practiced. Listed below are the expectations. In addition to the
basic expectations some students might have additional behavioral goals specific to them that
are addressed either in their IEP or their ILP.

Behavioral Expectation

Follow directives
Respect peers including their belongings, space, and ideas
Settle conflict peacefully
Take accountability and make ammends for inappropriate behavior
Work quietly in class
Transition between classes silently
Use appropriate language
Follow and participate in daily schedule

Individual Behavioral Expectations

Any student that does not qualify for special education but is attending Remington
House will receive an Individual Learning Plan

Typically Individual Learning Plans will include one educational, one behavioral, and
one transitional goal

It is important for students, parents, and professionals to be aware of individual student

goals

The following page contains a sample ILP

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Sample ILP
From: 9/9/12

To: 10/9/12
From: 9/9/12

Circle Area:
Educational/Behavioral/Transition
Goal: Complete and turn in 80% of
assignments in all classes as a tangible
example of progress and aptitude.
Circle Area:
Educational/Behavioral/Transition

Staffing Review Date:

10/12/12
Circle either:
Met
Continued
Staffing Review Date:
10/12/12
Circle either:

To: 10/9/12

From: 9/9/12

Goal: Maintain classroom norms including, Met

appropriate language, remaining in
assigned seat, raising hand and waiting to Continued
be called on, at least 80% of the time.
Circle Area:
Educational/Behavioral/Transition

Staffing Review Date:

10/12/12
Circle either:

To: 10/9/12

Goal: Utilize Title I services in order to

Met
increase overall academic performance and
attain further educational opportunities.
Continued

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Procedures
The classroom will outline the procedures that are expected for any given behavior. This will
be taught to the students and help ensure their success with the behavioral expectations.
Example procedure:
Procedural Expectation For working in class

Work independently unless directed

to have a partner or group

substep: During group

projects support and build on
the ideas of others.

Use the time provided to complete

the work

Stay on task and focused

Remain in seat unless you have the teachers permission to get up

substep: If you have teachers permission to get up, then get what you need and sit back
down.

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COLLABORATIVE NOTEBOOK

Plan For Teaching Behavior Expectations

When a student first enters the Remington House they will be provided with a handbook and they
will meet with a professional who will outline the rules and expectations to them and their parents

Upon entering each class teachers will provide students with a syllabus that will address
classroom expectations and rewards/consequences

Students will help teach and remind eachother of expectations by following the positive peer
culture

New Students and the Expectations:

Since Remington House is a year-round school with continual enrollment on an as need basis, the
population is constantly changing

As new students enter, it become increasingly important to Frontload new students with
procedural and behavior expectations as part of the intake process

Written copies of the handbook to new students so they are able to see the expectations in writing

It is also important to help new students understand that respect looks different to different people
and the idea behind respecting others is listening to and being mindful of other people and their
needs.

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COLLABORATIVE NOTEBOOK

Positive Peer Culture (PPC)

Harry H. Vorrath and Larry K. Brendtro wrote a book called Positive Peer Culture that was
published in 1985. Our school uses the ideas that are presented in this book to help students learn
postive leadership roles, hold eachother accountable, and help one and other succeed.

The idea behind this philosophy is that young people can develop self-worth, significance,
dignity, and responsibility as they become committed to the positive values of helping and caring
for others.

As well as developing self worth, this also empower the students to know the expectations and
hold themselves and others accountable for following them.

Finally, this helps fostering healthy and mutually benificial relationships between peers.

Reinforcing Expectation

Prior to beginning each activity, the students will run an expectation group

One student will lead the group and each student will state an expectation for the upcoming
activity

In stating expectations and hearing them the students will continually be reminded what is
expected of them. This will also help new students become familiar with expecations
Positive Peer Consequences

If peers vote that someone earned consequences they also brainstorm what those consequences
should look like

Typically peer assigned consequences might include the student using their break time to write
an apology letter or do a therapeutic assignment

In the even that the action is severe staff steps in for the role of assigning consequences

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COLLABORATIVE NOTEBOOK

Staff Inverventions

Although using the PPC system the power is suppose to go to the students there are times staff
need to step in and lead the students in the right direction

Staff are still in control of helping students set up and appropriate model the PPC

Depending on the action, it is important that staff step in and address the situation outside of
punishments peers are able to implement

Postivive Staff Intervention:

Free and frequent Praise: smiles, stickers, "good job" tokens, written high-five awards, praise,
acknowledgement
Intermittent: extra school or art supplies, letter home,
lunch with a significant adult, extra phone call if
residential client, extra time outside, student recognition,
candy, no homework pass, use of the computer for
educational games
Strong and long-term: Explore a topic of interest for
final semester project, honor roll, student of the week,
recognition to the director, tutoring others on in-class assignements, extra drawing time, positive incident
reports which include phone calls to the professionals,

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COLLABORATIVE NOTEBOOK

Consequences For Not Following the Rules

Level 1- first occurrence of a

behavior

Postive Peer intervention

Staff intervention

Redirection or check

If no peer has redirected provide a general

reminder to the class or empower a student
by asking them to hold peers accountable

Provide an individual reminder to the specific

Wait thiry seconds and check the student or again address a group leader on
Level 2- reoccurence of a behavior student again
holding the peer accountable using the PPC

Tell the group the peer acting out

is on Planned ignore until they
run a group for their behavior and
then have them run a group when
Level 3- reoccurence of a behavior they are ready

Level 4- continued behavior after

staff and peer redirection

Confront the peer on their actions and ask if

there is a way staff can assist them to do
better. Ask them if there is a peer they align
with who might be able to help them when
they are acting out
Remove the student from the group. Have
them work independently in an alternative
classroom. Document events in an incident
Continue to keep the student on report and provide a detailed account of
Planned ignore until they are
behavior to parents, caseworkers, probation
displaying postive behavior
officers, therapist, and other professionals

Included in my behavioral management plan is a statement of purpose, rules, procedures,

consequences, and an action plan. These elements are important in ensuring that the plan is
comprehensive and effective (IRIS, 2012). The statement of purpose is brief and conveys to all
professionals, parents, and students the reason why the plan is necessary. The rules state,
unequivocally, what behaviors are expected in the classroom. The procedures help students
understand the steps necessary to successfully complete daily routines or expected behaviors and
the consequences outline how the teacher will respond to both appropriate and inappropriate
student behavior. Finally, the other elements support the implementation of a comprehensive
behavior management plan into a classroom (IRIS, 2012). For a full copy of my behavior
management plan please e-mail me.

COLLABORATIVE NOTEBOOK

31

Other Tools and Strategies for Behavior and Educational Concerns

In addition to the positive peer culture the school, and my classroom, incorporte aspects of many
other strategies to help students manage their behavior. Below are some website that parents and
professionals might find useful. If you do not have regular access to a computer or internet and are
interested in these websites let me know and we can find resources to help assist you or find alternative
ways to provide you with the information.
http://www.toolboxproject.org/dovetail/
This website addresses 12 tools or
skills for interacting with others and
yourself. It addresses ways to teach
these skills and includes projects, like
the one pictured to the right, to help
model the tools. An exampe tool is
1. Breathing Tool: I can take a breath;
I calm myself Calming ourselves
When we breathe and focus on our
breath, it calms and slows us down, and
brings our attention inward. We become more reflective about our bodies, minds, emotions, and
reactions. We are more likely to have the insight and time to act in our own best interests and in the
best interests of others.
http://nichcy.org/research/summaries/abstract80

This is a report that examines the evidence base for some of the most commonly used strategies to
teach middle and high school students with disabilities. The researchers examined several
interventions: mnemonic strategies, spatial organizers, classroom learning strategies, computerassisted instruction (CAI), peer mediation, study aids, and more.

COLLABORATIVE NOTEBOOK

32

http://nichcy.org/research/summaries/abstract80
This website outlines Universal Learning Design (UDL) which is a set of principles for
curriculum development that give all individuals equal opportunities to learn. Many of these
desings are applied in the classroom and parents may want to be familiar with these ideas.
http://www.behavioradvisor.com/35101.html
This website is designed to address behavioral concerns and shows intervention strategies, lesson
plans targetted at particular behaviors like anger management, free podcasts or video's, and other
useful tools for both parents and teachers
http://www.behaviordoctor.org/index.html
This website is also targetted at controlling unwanted behaviors. It offers trainings, seminars,
video samples, and information about scientific based strategies to help change behavior. It has
pages specific to various positions including Administrators, Eduators, Paraprofessionals,
Parents/Grandparents/Foster parents, and transportation.
http://www.pbis.org/default.aspx
This website addresses Positive Behavior Interventions and Support (PBIS) this is designed to
give schools capacity-building information and technical assistance for identifying, adapting, and
sustaining effective school-wide disciplinary practices.
Go to the Family Link for information on the link between families and positive behavioral
interventions and supports.
http://www.cde.state.co.us/pbs/ParentInvolvement.htm
This website is the Colorado Department of Education (CDE) source for parent involvement with
Positive Behavior Support. There are resources many available resources.

COLLABORATIVE NOTEBOOK

Part 3: Communication

33

COLLABORATIVE NOTEBOOK

34

Communication --Past, Present, and Hopefully future

In the past, the relationship between families and schools - especially in large, urban districts - has
been a very strained one, marked by blame and distrust (Mitchell, 2008). It has been a relationship where
parents were concerned their involvement might interfere with teachers' work, and the professionals
perceived the parents as both unsupportive and as barriers to the educational process (Mitchell, 2008).
Over time, more research has been done about parental involvement in the educational process and, in
recent years, more school districts, schools, teachers, and parents have begun to acknowledge that
parental involvement in children's education can enhance students' ability for academic success, and help
improve the school's environment for children (Barton & Coley, 2007; Henderson & Mapp, 2002). Given
these results, it is imparative that we enhance our communication and work together to help ensure
success for your child.
As a result of supportive research suggesting there is a significant, positive benefit from parental
involvement in students educational experiences (Barton & Coley, 2007; Henderson & Mapp, 2002),
most schools today are taking a family-centered approach to education. Professionals are recognizing and
valuing parental input and treating parents and teachers as equals (Muscott, 2002). As parents have
become more involved there has been an increased perception that parental involvement has the potential
to raise academic achievement for all students, making it an integral component for schools (The
Education Trust, 2003; Henderson & Mapp, 2002). It is important to include the parent in the educational
process because children spend a majority of time at home, while only 35-40 hours per week in the school
environment. When parents feel confident about their school involvement and the modes and topics of
instruction, they are likely to have higher expectations for their children (Risko & Walker-Dalhouse,
2009). An added benefit is that students receive the same message from their school and their parents, that
education is important, and they have the ability to succeed academically. Positive parental involvement is
not limited to one type of action, and options for involvement will depend on individual parents'

COLLABORATIVE NOTEBOOK

35

availability, investment in the school, and their culture, as well as other factors unique to each.
At times it can be difficult to become involved, especially for single parent families or families
where both parents work. Additionally, various cultural differences influence whether a parent become
involved. Research is continually being done to help teachers find new and inclusive strategies to
encourage parental involvement in the educational process. According to the psychological model
proposed by Hoover-Dempsey &Sandler (1995), three things principally influence parents decision to
become involved:
1. The parents understanding of their role in their child life: what they believe that parents are supposed to
do in relation to their children's education and educational progress. Parents become involved in schools
if they hold the belief that they should be involved.
2. The parents sense of efficacy for helping their child succeed in school: Do parents believe that their
involvement can exert a positive influence on children's educational outcomes?
3. The general invitations, demands, and opportunities for parental involvement by both the child and the
child's school: do parents perceive that the child and the school want them to be involved?
With this in mind I am hoping to find a way to communicate with the parents, welcome them, and
encourage strong parental involvement. The best way to get to know the parents is simply to talk to them.
Prior to the beginning of the school year I hold a parent teacher conference where each parent is
scheduled a time that works for them, to meet. In this they can ask questions and I can learn about them
and find out what is important to them. In the event that parents do not show up to this I may send a letter
home or make a phone call to see if there are better times to meet or if there is a reason they did not come.
In the initial invitation I can ask the parents if they would like me to provide a translator and if so what
language. In doing this I can survey and talking with parents about their interests, concerns, and issues
related to school and their child. This will build a more closely knit partnership between the family, home,
and school.

COLLABORATIVE NOTEBOOK

36

Additionally, I will include in my practice a focus on strengthening parents capacity to engage in

schools. As presented by Desforges and Abouchaar (2003), I will inform parents about and try to involve
them in a wide range of activities including: the enhancement of parent governor roles, involvement in
inspection processes, provision of annual reports and prospectuses, the requirement for home/school
agreements, provision of increasing amounts of information about the curriculum, school performance
and other matters.

COLLABORATIVE NOTEBOOK

37

Collaborative Table
The table below summarizes the major role each professional plays and the collaborative contributions that could be made by
each professional on the team.
Provider

Special
Education
Teacher

General
Education
Teacher

Role
To ensure students with special needs
successfully progress in a general
curriculum
To serve various students with a range
of disabilities in a structured setting,
either one on one or a small group
provide a short term educational
program

Provide content knowledge for the

grade level taught
Follow and implement the curriculum
for the class taught
Observe students with disabilities and
how they relate, compare, and
demonstrate age and grade appropriate
behavior

Collaborative contribution
benefits:
Provides individualized
attention to students who
qualify which often helps
them succeed in general
education
Allows students to test
their knowledge and catch
up on things they are
behind in without
pressure from other peers
who seem to know the
answers
possible barriers:
Socially, certain kids have
expressed that when they
say they are in special
education it makes them
feel like something is
wrong and they feel like
people judge them which
could create a barrier
between the students
involvement and
understanding while in
the special education
classroom verses the
general education
classroom
Communicating with
general education teacher
Benefits:
Able to observe students
with disabilities in a
general classroom and
how these compare to
people without disabilities
and provide that
information to special
education teachers
Able to help all students
practice and understand

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COLLABORATIVE NOTEBOOK

Program
Administrator

Establish a team and set the tone of a

collaborative culture
Convey to others that she/he values the
team and has delegated decision
making authority to the team
Provide the team with legal procedures
and policies
Provide the team with information
about instructional resources available
to them
Provides an overall management of the
school or clinic

Behavior
Specialist

Serve as part of the IEP team for kids

whose behavior affects their learning
or abilities as a student to perform in a
classroom
Provide in-depth knowledge of the
possible causes and functions of
behavior problems
Makes data-based observation of the
student in the classroom
Conducts interviews with student,
teacher, and others who have observed
or witnessed student behavior
Plans and helps implement behavior
plans and monitors outcomes

inclusion
Potential Barriers:
Not understanding the
overall academic area a
student is at due to
strained communication
benefits:
Is able to lead the tone
without being the team
leader
delegates responsibility to
the team and help see that
it is completed
Is able to give critical
feedback or evaluations to
team members
often has an outsider
perspective
Possible Barriers:
Must be able to step in
when a team player is not
completing their roles
Team member may not
tell the program
administrator when
something is not working
for fear that it will show
up on an evaluation
Benefits:
Additional support
understanding students
behavior and helping
students to correct
behavior
Measurable Assessments
of difficult behavior from
a trained professional
who can help come up
with ideas on how to
correct the behavior
Possible barriers:
Some school districts
contract with public
agencies to provide these
services so it may be

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COLLABORATIVE NOTEBOOK

School
Psychologist

Administers tests of intellectual or

interpersonal functioning
Helps determine students eligibility for
special programs
In larger districts, evaluates hearing,
seeing, and provides an entire
assessment

mental health
milieu staff

Monitor students on a constant basis to

assess and help correct behavioral
struggles
Provide additional support for students
before and after school
Help instill students with good
academic habits such as completing
homework and preparing for school
Help students learn coping skills and
techniques to use in times of
frustration rather than acting out

difficult to establish a
good line of
communication and
implement an additional
person to the team if the
agency is not use to
working in the specific
environment or particular
school
Difficulty finding a
behavior plan that helps
the student and works
well in the given class
Benefits:
Helps identify students
with special needs that
might otherwise go
unnoticed
Provides an unbias
assessment that can be
used in education
meetings to help the team
understand where the
student is academically,
physically, emotionally,
and socially
Helps place students with
special needs in the
environment that is
correct for them and thus
has direct communication
with various members of
the team

Benefits:
Helps the team by
providing a stable and
supportive environment
that allows the student to
focus on academics rather
than worrying about
safety
Provide additional input
to the team on students
behaviors and social
awareness outside the
classroom

COLLABORATIVE NOTEBOOK

Counselor

Social Worker

collaborates with teachers and parents

to design individual and group
programs that assist students in
developing interpersonal skills and
coping skills
Conduct observations or collect
assessment data

Collects information about the students

home, background, and history
Observe students in home or classroom
settings
May administer assessments
techniques or programs to help a
teacher, students, and families

40

Potential barriers:
difficult to communicate
completely- due to the
number of milieu staff
often hard to balance the
communication and
actions required by the
therapeutic team,
educational team, and
administrative team
Benefits:
Helps identify special
needs students who might
otherwise go unnoticed
provide emotional support
for students while helping
them learn to support
themselves in order to be
more successful in an
academic setting
helps involve the parents
in tasks to directly help
the student
Potential Barriers:
Discrepancies between
parents, counselor, and
teacher as to the best or
most effective way to
help the student
Frustration from parents
to the counselor if the
program that is
recommended does not
help their student
Benefits:
Helps connect the
educational team with the
family
Allows for the entire team
to have a more thorough
understanding of the
students situation
Potential Barriers:
information about the
family can only be given
if it is applicable and in
some situations it is

COLLABORATIVE NOTEBOOK

All of the ones

highlighted in
Orange have
overlapping
functions/roles

Overlapping roles include: collecting

information from the student's homes,
locate resources, or serve as a liaison

Speech
Langurage
Pathologist

Identifies, evaluates, and intervenes for

people who have a communication
disorder
administer a series of formal and
informal tests to evaluate the extent
and nature of the language difficulty
Works with the general education
teacher to help the student succeed in a
general classroom and implement
changes in the class that will help the
student

Bilingual
Specialist

Work With the SLP to determine if the

student qualifies for special education
services or only ESL services

41

difficult to understand
when or if it is applicable
for educational purposes
Social workers often need
to be able to
communicate, in a nonjudgmental way the
family beliefs regarding
education, to the entire
team whether they agree
with them or not
In overlapping roles it is
beneficial to have people
observing or helping with
the same or similar tasks,
however it is especially
important to communicate
so that these professionals
are not contacting the
family and telling them
conflicting information
Benefits:
Provides consultation and
education for the general
educator and other staff
members to enhance their
strategies and understand
of what the student needs
to succeed
Barriers:
Explaining to a team why
certain cultural
differences may affect
language comprehension
and how to help with this,
is difficult
Identifying and
communicating with the
ESL provider as to
whether the student
qualifies strictly for ESL
services or for ESL and
special education services
Benefits:
Helps the team identify
whether a student is

COLLABORATIVE NOTEBOOK

Adaptive
physical
Educator

Occupational
Therapist

42

Understands cultural differences and

applies this understanding to an
instructional setting

struggling because of
cultural or language
barriers of if it is because
they need special
educational
Helps the team find
support for students who
need help in developing
their English while
continuing general
education classes
Barriers:
Explaining to a team why
certain cultural
differences may affect
language comprehension
and how to help with this,
is difficult
Identifying and
communicating with the
ESL provider as to
whether the student
qualifies strictly for ESL
services or for ESL and
special education services
Provides correctional support in the
Benefits:
field of physical and motor fitness,
Provides an alternative
psychomotor skills, recreation skills,
form of motor skill
and affective development
development and thus a
Help in a collaboration to create
different perspective of
cooperative games and motor
things that may help a
development activities that enhance the
child
child's physical skills and self concept

Help students to participate in daily

school occupations or tasks
Designed to help ensure that students
benefit from special educational

Barriers:
potentially difficult to
collaborate in the
designing of games
limitations between
understanding the
difference between
physical and educational
struggles
Benefits:
Provide training to other
adults working with
studentsallows for an

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COLLABORATIVE NOTEBOOK

Using or creating devices, assist

students with physical or sensory
disabilities in sitting, walking, eating,
writing, reading, etc.

Adaptive
Technology
Specialist

Vocational or
Transitional
Specialist

Enable persons with physical

limitations to use technology
Adapt the computers or other
technology to be able to be used by
people with specific disabilities

Specifically trained in preparing

students for specific types of training
Helps the team plan for the students
continued educational or vocational
needs
Helps students learn basic skills and
places to get help. Such as how to take
the bus, how to get financial support,
and how to prepare for the adult world

overall understanding of
various roles of the team
Helps ensure that the
team is creating an
environment in which the
student is actually
benefiting
provides another
perspective regarding
methods

Benefits:
using the team for
information the adaptive
technology specialist can
create a technological
way to assess students
comprehension and teach
them new skills
Barriers:
Due to the time and skill
that would need to be put
into this position it is
important for all parts of
the team to have
communicated and come
to an understanding about
what it important and
what level the student is
at
Benefits:
Help the team to set
realistic vocational goals
with the students
Helps give the students
and the team a realistic
perspective how to
Barriers:
The person who is
helping prepare students
for a specific vocation has
not always been trained
on how to adapt their
information to the special
needs of students with

COLLABORATIVE NOTEBOOK

Migrant
Education or
Title I Teacher

Serves the children of families whose

incomes are below the poverty level

44

disabilities
Benefits:
Helps the team
understand a persons
level of understanding or
comprehension
provides an additional
interpretation of the
students cognitive
abilities.
Barriers:
Communication can be
difficult since they are
moving from person.
Relating work of title one
teacher back into general
education is difficult

School Nurse

Other HealthRelated
Professionals

May help others when planning for

eduction involving wellness, substance
resistance, and prevention of disease
planning for emergencies
addressing health related issues

Benefits:
Assists the team to
address behavior issues
involving but not limited
to urinating or defecating
in odd places or pants
Helps the team prepare
the students for real world
expectations of wellness
and hygiene
Barriers:
Is not often in direct
contact with time entire
team and thus in certain
cases may have limited
information

There may be various other health

related professionals that are added to
the team when needed such as
dietitians or pediatricians
Pediatricians are involved in the team
when students are hospitalized and
dietitians are added to the team who
are diabetic or pre-diabetic

Benefits:
Often support and second
information that has
already been told by the
school nurse involving
wellness
Provide additional
support to the student and
the team
Barriers:
Often if the student is

COLLABORATIVE NOTEBOOK

Family
Members

collaboration in the forming of

students education plans
support and ensure consistency
between target behaviors set up in
school and at home
communication regarding potential
concerns
support for the student and the
education

45

hospitalized there is a
challenge to communicate
all school work that the
student is able to do if any
Benefits
Research has shown
family involvement
increases student
performance and reduces
absenteeism which allows
the team to function in
their roles more smoothly
Helps communicate
variations between school
and home environment
provides an understanding
of the students typical
behavioral, emotional,
and educational needs

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46

Master List of Tasks & Duties For Paraprofessionals

Supervision of Groups of Students
1. Assist individual students on arrival or departure. Pick up and transport day treatment students to
and from their houses.
2. Supervise groups of students during lunch
3. Escort groups of students to bathroom, library, gym, etc.
4. Teach appropriate social behaviors in common areas
5. Participate in classroom behavioral system as directed
6. Mediate interpersonal conflicts between students
7. Provide instruction to students on how to mediate their own conflicts
8. Provide cues, prompts to students who are mediating conflicts
9. Provide physical proximity for students with behavior problems
10. Circulate in classroom to provide behavioral supports where needed
11. Enforce class and school rules
12. Assist students who are self-managing behavior (e.g provide cues, prompts)
13. Help students develop / self-monitor organizational skills
14. Provide cues, prompts to students to use impulse / anger control strategies
15. Provide cues, prompts to students to employ specific prosocial skills
16. Facilitate appropriate social interactions among students
17. Assist other students in coping with the behaviors of specific students (e.g. bullies)
18.
19.
20.
21.
22.
23.

Delivery of Instruction / Therapy / Services

Read / repeat tests or directions to students
Assist students to compose original work (e.g. stories, essays, reports)
Help students' work on individual projects
Facilitate students' active participation in cooperative groups
Monitor student performance as directed
Re-teach / reinforce instructional concepts introduced by teachers to small groups or individual
students

24.
25.
26.
27.
28.

Data Collection / Reporting

Observe and record individual student behaviors
Observe and record student health needs
Observe and record student use of communication skills, adaptive equipment or devices
Observe and record student social interactions / initiative, etc.
Observe and record behavior of classes, large, or small groups

29.
30.
31.
32.

Activity Preparation / Follow-up

Prepare classroom displays
Help students clean up after activities
Distribute supplies / materials / books to students
Collect completed work from students / return papers to students

Ethical Practice
33. Maintain confidentiality of all information regarding students
34. Respect the dignity of every child at all times

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COLLABORATIVE NOTEBOOK

35.
36.
37.
38.

42.

Report suspected child abuse according to the law, local policies, procedures
Abide by school district policies, school rules, and team standards in all areas
Communicate with parents and families only as directed by the teacher
Provide accurate and timely information about the student to those who have the right to know
[e.g. team members]
Protect the welfare and safety of students at all times
Demonstrate punctuality, good attendance, and report absences as directed
Protect the privacy and dignity of school staff members, team members, co-workers, other adults
in the school
Request direction, instruction, or guidance for new or unfamiliar tasks

43.
44.
45.
46.
47.
48.

Team Participation / Membership

Meet with team as scheduled / directed
Participate in team meetings by contributing information, ideas, and assistance
Engage in mature conflict management steps / processes
Use appropriate communication actions in adult-adult interactions
Respect the dignity of other adults
Participate in learning activities as specified in growth and development plan

39.
40.
41.

Clerical Work
49. Make copies
Health / Personal Related Services
50. Assist student to use wheelchair, stander, other mobility devices

COLLABORATIVE NOTEBOOK

48

Paraeducator Task Preparation / Confidence Inventory

Note: This sheet is given to people prior to them being hired on our educational team as paraprofesionals
Directions for the Paraeducator: Complete this form by considering your own preparation and confidence to
perform each task. Decide how prepared and confident you feel for each task / duty. Circle 1 if you are
unprepared to do the task and want / need training in order to begin. Circle 2 to show that you may begin doing
the task, but need further instruction. Circle 3 or 4 to show that you want more training to improve your skill.
Circle 5 if you feel well prepared and confident.
Supervision of Groups of Students
Assist individual students on arrival or departure. Pick up and transport day treatment students to and from
their houses.................................................................................................................................1 2 3 4 5
Escort groups of students to bathroom, library, gym, etc. .........................................................1 2 3 4 5
Teach appropriate social behaviors in common areas ...............................................................1 2 3 4 5
Participate in classroom behavioral system as directed .............................................................1 2 3 4 5
Mediate interpersonal conflicts between students .....................................................................1 2 3 4 5
Provide instruction to students on how to mediate their own conflicts .....................................1 2 3 4 5
Provide cues, prompts to students who are mediating conflicts ................................................1 2 3 4 5
Provide physical proximity for students with behavior problems.............................................1 2 3 4 5
Circulate in classroom to provide behavioral supports where needed ......................................1 2 3 4 5
Enforce class and school rules...................................................................................................1 2 3 4 5
Assist students who are self-managing behavior (e.g provide cues, prompts) .........................1 2 3 4 5
Help students develop / self-monitor organizational skills ........................................................1 2 3 4 5
Provide cues, prompts to students to use impulse / anger control strategies .............................1 2 3 4 5
Provide cues, prompts to students to employ specific prosocial skills .....................................1 2 3 4 5
Teach pro-social skill lessons ....................................................................................................1 2 3 4 5
Facilitate appropriate social interactions among students .........................................................1 2 3 4 5
Assist other students in coping with the behaviors of specific students.....................................1 2 3 4 5
Delivery of Instruction
Read / repeat tests or directions to students................................................................................1
Assist students to compose original work (e.g. stories, essays, reports) ..................................1
Help students' work on individual projects ................................................................................1
Facilitate students' active participation in cooperative groups ..................................................1
Monitor student performance as directed...................................................................................1
Re-teach / reinforce instructional concepts introduced by teachers to small groups or
individual students ...........................1
Data Collection / Reporting
Observe and record individual student behaviors.......................................................................1
Observe and record student health needs....................................................................................1
Observe and record student communication skills, adaptive equipment....................................1
Observe and record student social interactions / initiative, etc. ................................................1
Observe and record behavior of classes, large, or small groups.................................................1
Activity Preparation / Follow-up
Prepare classroom displays.........................................................................................................1
Help students clean up after activities .......................................................................................1
Distribute supplies / materials / books to students .....................................................................1
Collect completed work from students / return papers to students..............................................1
Ethical Practice
Maintain confidentiality of all information regarding students..................................................1

2
2
2
2
2

3
3
3
3
3

4
4
4
4
4

5
5
5
5
5

2 3 4 5
2
2
2
2
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3
3
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3

4
4
4
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4

5
5
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5
5

2
2
2
2

3
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4
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4
4

5
5
5
5

2 3 4 5

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49

Respect the dignity of every child at all times............................................................................1 2 3 4 5

Report suspected child abuse according to the law, local policies, procedures..........................1 2 3 4 5
Abide by school district policies, school rules, and team standards in all areas........................1 2 3 4 5
Communicate with parents and families only as directed by the teacher ..................................1 2 3 4 5
Provide accurate and timely information about the student to those who have
know [e.g. team members] . 1 2 3
4 5
Protect the welfare and safety of students at all times ...............................................................1 2 3 4 5
Demonstrate punctuality, good attendance, and report absences as directed.............................1 2 3 4 5
Protect the privacy and dignity of school staff members, team members, co-workers, other adults in the
school
Request direction, instruction, or guidance for new or unfamiliar tasks...................................1 2 3 4 5

Team Participation / Membership

Meet with team as scheduled / directed......................................................................................1
Participate in team meetings by contributing information, ideas, and assistance......................1
Engage in mature conflict management steps / processes .........................................................1
Use appropriate communication actions in adult-adult interactions ..........................................1
Respect the dignity of other adults ............................................................................................1
Participate in learning activities as specified in growth and development plan ........................1

Clerical Work
Make copies.................................................................................................................................1 2 3 4 5

Health / Personal Related Services

Assist student to use wheelchair, stander, other mobility devices...............................................1 2 3 4 5

2
2
2
2
2
2

3
3
3
3
3
3

4
4
4
4
4
4

5
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5

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COLLABORATIVE NOTEBOOK

Ongoing Communication Plan

To initiate communication and create threads towards a tighter knit partnership there are
certain things that can be expected from me

As a school we send home daily point sheets shown below. In the box's the students will receive
an X when they achieve a task an an O when they struggled with the task. Students are
expected to take the sheet home, have a parent sign it, and bring it back.

On Task

Participation

Followed Directives Postivie interaction Came Prepared

Math
English
PE
Lunch
Social Studies
Literacy
Vocational
Affective Ed
Comments:
Homework:
Parent signature:

Every Student has a staffing once per month. The assistant director, director, therapist,
educational staff, casworkers, parents, and student as well as any other active member in the
students educational team are welcome to attend. The date will always be scheduled a month in
advance and can be changed to meet the needs of the family. In the meeting we will discuss what
the child is doing well, what he/she can work on, what we can work on to help him/her, and
provide feedback to the student.

COLLABORATIVE NOTEBOOK

51

Periodic parent teacher conferences will be held. (Approximately every three months) Due to the
rapidly changing millieu we find it important to meet the new parents and further get to know the
continuing parents.

Further communication will occur on an as need basis. If a student is doing very well they will
receive positive phone calls or e-mails home. If a student is showing medical or behaivoral needs
that are abnormal for this student the parents will get a phone call, etc.

I am always open for communication if anyone has suggestions, concerns, feedback, or ideas

Additionally I have daily communication with the therapist, floor staff, and assistant director and
regular communication with other professionals

The educational staff have set times to meet with therapist and floor staff to discuss students
needs and we meet with eachother once a week in educational meetings

If a behavior is primarily being shown in one class we address strategies that are working in other
classes and often discuss with the parent why a certain class might be a concern for behavioral
problems

It is important to remember to keep an openline of communication and allow all parts of the team to be
heard. I am best reached by e-mail but am open to phone messages or other forms of communication that
work best for both parties.

COLLABORATIVE NOTEBOOK

Part 4: Resources and Sample Work

Pictured above: Remington House Student Garden

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53

Daily Classroom Routine

Everyday in class there will be a warm up on the board that should begin as soon as students enter
class

Following the warm-up students will get out the previous days work/homework and ask any
questions they were not able to figure out

After questions are answered students will turn in their work

A lesson will be given explaining the new work

After the lesson, students will either work on the new assignment (some days this will be in
groups others not depending on the assignment)

Any work not complete in class will become homework

Warm-ups

The warm-ups for class will vary from class period to class period

It is important that the students can engage in the warm-ups and begin to activate their
minds

The warm-ups don't always relate directly to what the students are learning but instead
helps the student begin thinking mathematically

These provide an introduction to the subject area and help the students shift their focus

These are intended to be both fun and educational

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COLLABORATIVE NOTEBOOK

Sample Lesson Plan

Lesson Summary:

Commentary:

In this lesson students represent division of fractions Developing an understanding of what happens when
using manipulatives, such as freezer pops, candy

you divide by a fraction prior to development of the

bars, and models such as drawings squares. Students algorithm is essential in the thought process. This is
develop an algorithm from these examples and solve accomplished in this lesson plan by having the
problems using fractions.

student visually see and understand what dividing by

a fraction means with physical examples.

Estimated Duration: One hours

Additionally, the guiding of a student to the

understanding instead of telling them what they
should know leads to longer retention and a deeper
understanding of the concept.

Instructional Procedures
1. Ask five volunteers to come to the front of the classroom. Give each student a freezer pop (use
pops with two sticks) and ask if they have ever eaten one. Then ask if they had eaten the entire
freezer pop or split it in half. Because of the two sticks, one student may answer that he/she splits
the freezer pop in half. Ask students to split the pops in half and have a student count the total
number of halves. Use Frozen Juice Pops, Attachment E, as a visual representation for the
situation.
2. Ask students if they notice anything about the size of the 10 pieces compared to the original.
Student should note that they are smaller. Elicit that they are half the size of the original freezer
pops.
3. Ask a volunteer for a number sentence to represent the 5 freezer pops divided in half and the

COLLABORATIVE NOTEBOOK

55

answer (5 1/2 = 10). Write the number sentence on the chalkboard for the class to see. If
students need help determining this number sentence, ask How many half-size freezer pops
were contained in the original 5 whole freezer pops? Then, remind the class that when we ask
how many of something is in something else, that is a division situation (e.g., if we want to know
how many 3s are in 12, we divide 12 by 3).
Part 2
1. Pose the following situation to the class. I have six squares that I want to divide by one
half. How many pieces would I have?
2. Ask students to draw a picture to represent the problem.
A sample response should be

3. Ask the following guiding questions;

How many squares did I have? (6)

What size did I want? ()

How many pieces of that size do we have? (12)

4. Ask students how this situation would be represented as a mathematical sentence. Guide
the discussion to obtain the number sentence 6 1/2 = 12

Follow up:
After the instructional procedures are covered a worksheet will be handed out for the students to work
on. The first question the class will do as a group and then the students will be left to work
independently. The worksheet will consist of a mixture of word problems and number question to grasp
the overall understanding of the students.

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COLLABORATIVE NOTEBOOK

Further information
I am here to help not only in educating children but seeing them succeed. For further information
about my parent involvement strategies, behavior management plan, communication styles, or for more
web based resources, or community resources please contact me.

Contact Information
E-mail: jamie@jacobcenter.org
School Phone: (970) 484-7447 ext. 301
Cell Phone: (970) 690-3646
School Main Number: (970) 484-7447

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COLLABORATIVE NOTEBOOK

References
Barton, P. E. & Coley, R. J. (2007). The Family: America's Smallest School. Princeton, NJ:
Educational Testing Services.
Desforges, C. & Abouchaar, A. (2003). The Impact of Parental Involvement, Parental Support and
Family Education on Pupil Achievements and Adjustment: a Literature Review. Department for
Education and Skills, Research Report No. 433.
Dickey, R.,C., Conley, K., Cave, M., & Miller, M. 2012 PBIS Assessment Manual Retrieved on October
22, 2012, from
https://www.pbisassessment.org/Content/Documents/en-US/AssessmentCoordManual.pdf
Donovan, S., & Cross, C. (2002). Minority students in special and gifted education. Washington, DC:
National Academy Press
Evertson, C. M., Emmer, E. T., & Worsham, M. E. (2003). Classroom management for elementary
teachers (6th ed.). Boston: Allyn & Bacon.
Harrell, P., Leavell, A., van Tessell, F., & McKee, K. (2004). No teacher left behind: Results of a five
year study of teacher attrition. Action in Teacher Education, 26, 47-59.
Henderson, A.T., and Mapp, K.L. (2002). A new wave of evidence: The impact on school, family, and
community connections on student achievement. Southwest Educational Development
Laboratory: Austin, TX.
Hoover-Dempsey, K. V., & Sandler, H. (1995). Parental involvement in children? education: Why does it
make a difference? Teachers College Record, 97, 310-331.
Mitchell, Cecily. (2008). Parent Involvement in Public Education: A Literature Review: Research For
Action.
Muscott, H.S. (2002). Exceptional partnerships: Listening to the voices of families. Preventing School
Risko, V. & Walker-Dalhouse, D. (2009). Parents and teachers: Talking with or past one another -- or not

COLLABORATIVE NOTEBOOK

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talking at all? The Reading Teacher, 62(5), 442-444.

The Education Trust. (2003). Improving Your Schools: A Parent and Community Guide to No Child Left
Behind. Washington DC: Author.
The IRIS Center for Training Enhancements. (2005). You're in charge! Developing your own
comprehensive

behavior management plan. Retrieved on October 5, 2012, from

http://iris.peabody.vanderbilt.edu/par2/chalcycle.htm
The IRIS Center for Training Enhancements. (2012). Classroom management (Part 1): Learning the
components of a comprehensive behavior management plan. Retrieved on October 5, 2012, from

http://iris.peabody.vanderbilt.edu/beh1/chalcycle.htm