Parent Welcome Letter/Information
September Events:
Students will receive School Agenda, Homework Policy and Syllabus this month. Please read and return forms, ASAP.
Dear Parents,
Welcome to another exciting year at Bunche Elementary/Middle School. My name is Mrs. Morgan and I will be your child’s special education resource room teacher. I have been teaching and working with special needs students for twenty years, and I enjoy what I do.
This year will be full of exciting educational opportunities to help your child grow into a successful learner. Your child will learn new techniques to understand his or her learning differences in order to become a successful student. My job as an educator is to close the gap between what is already known and what needs to be learned. With your assistance together, we can help your child reach his or her appropriate learning level.
It is my duty to provide a safe learning environment where children feel welcome and willing to express themselves. I enforce a structured classroom so that students understand the appropriate behavior while in class. Together we can make this year a flourishing one.
Parent involvement is encouraged in order to let our students know we are all working towards their ultimate success. It is our job to show our students that they will attain achievement by working hard towards a reachable goal.
Thank you for your cooperation in advance. I know this year will be full of success. If you have any questions or concerns, please feel free to contact me at 313 494-8350.
What is the Special Education Resource Room?
What Are Resource Rooms?
Resource rooms are classrooms (sometimes smaller classrooms) where a special education program can be delivered to a student with a disability. It is for the student who qualifies for either a special class or regular class placement but needs some special instruction in an individualized or small group setting for a portion of the day. Individual needs are supported in resource rooms as defined by the student's IEP. Sometimes this form of support is called Resource and Withdrawal (or pulls out). The child getting this type of support will receive some time in the resource room which refers to the withdrawal portion of the day and sometime in the regular classroom with modifications and or accommodations which is the resource support in the regular classroom. This type of support helps ensure that the inclusion model is still in place.
How long is the child in the Resource Room?
Most educational jurisdictions will have time increments that are allocated to the child for resource room support. For instance: a minimum of 3 hours a week in time increments of 45 minutes. This will sometimes vary on the age of the child. The teacher in the resource room is therefore able to concentrate on the specific area of need with some consistency.
Resource rooms are found in elementary, middle and high schools. Sometimes the support in the high school takes on more of a consultative approach.
Teacher's Role
Teachers in the resource room have a challenging role as they need to design all instruction to meet the specific needs of the students they service to maximize their learning potential. The resource room teachers work closely with the child's regular classroom teacher and the parents to ensure support is indeed helping the student to reach their full potential. The teacher follows the IEP and will take part in the IEP review meetings. The teacher will also work very closely with other professionals and para professionals to support the specific student. Usually the resource room teacher will work with small groups helping in one to one situations when possible.
It's About Meeting Their Needs
Some older students feel a stigma when they go to the resource room. However, their individual needs are usually met better and the teacher will work closely with the regular classroom teacher to help support the child as much as is possible. The resource room tends to be less distracting than the regular classroom setting. Many resource rooms also support the social needs of their students in the small group setting and will provide behavior interventions. It will be very rare for a child to spend more than 50% of their day in the resource room; however, they may spend up to 50% in the resource room.
Students in the resource room are usually assessed and tested in the resource room as it provides a less distracting environment and a better chance at success. A child will be re-evaluated every 3 years to determine special education eligibility.
Resource teacher duties:
This document outlines some of the areas of work included in the resource teacher role and includes some description of the work of classroom teachers.
COMMUNICATION
- network between teachers/other professionals that have strained
relationships
- liaison
- contacting parents/social workers with teacher/admin concerns
- talking to other schools about students coming/going
- TA – consult – liaison
- TA supervision
SUPPORT
- proofing resources for classroom teachers
- locate resources for self and teachers
- supporting TAs
- listening to teachers
- resource “hunter”
- consultation with teachers
- behavior management intervention
TEACHER
- provides direct instruction to students
- provides lessons based on student needs
- decides who requires help and who does not given your time and student needs
- selecting who gets service – deciding who is “worst case”
- Guided Reading
- “coverage”
- “quick fix” when CT not sure where a student “fits”
- teaching individual students
ASSESSMENT
-MSTEP, NWEA (MAP), K-TEA, etc.
- reporting
- assessment MANAGEMENT
- paperwork, i.e., files, etc.
- scheduling
- balance schedules between SSW, ESL worker, Special Needs worker and
teacher
- case manager of students
- IEPs
- having parents sign IEPs
- behavior plans
- behavior plan “creator”
- observations “tracking”
- monthly tracking of H students
- TA schedules
TEACHING
- social skills groups
- Guided Reading groups
- assess and monitor growth
- work with small groups/individuals: Reading; Writing
- individual support (*3 -15 per week) –
- assessment
- help with group instruction for classes (specific lessons)
- meet with parents
- IEP’s - development of and reviews
MEETINGS
- annual IEPs
- parent meetings
- RCT meetings
- psychological referrals
- consultation
Students will receive School Agenda, Homework Policy and Syllabus this month. Please read and return forms, ASAP.
Dear Parents,
Welcome to another exciting year at Bunche Elementary/Middle School. My name is Mrs. Morgan and I will be your child’s special education resource room teacher. I have been teaching and working with special needs students for twenty years, and I enjoy what I do.
This year will be full of exciting educational opportunities to help your child grow into a successful learner. Your child will learn new techniques to understand his or her learning differences in order to become a successful student. My job as an educator is to close the gap between what is already known and what needs to be learned. With your assistance together, we can help your child reach his or her appropriate learning level.
It is my duty to provide a safe learning environment where children feel welcome and willing to express themselves. I enforce a structured classroom so that students understand the appropriate behavior while in class. Together we can make this year a flourishing one.
Parent involvement is encouraged in order to let our students know we are all working towards their ultimate success. It is our job to show our students that they will attain achievement by working hard towards a reachable goal.
Thank you for your cooperation in advance. I know this year will be full of success. If you have any questions or concerns, please feel free to contact me at 313 494-8350.
What is the Special Education Resource Room?
What Are Resource Rooms?
Resource rooms are classrooms (sometimes smaller classrooms) where a special education program can be delivered to a student with a disability. It is for the student who qualifies for either a special class or regular class placement but needs some special instruction in an individualized or small group setting for a portion of the day. Individual needs are supported in resource rooms as defined by the student's IEP. Sometimes this form of support is called Resource and Withdrawal (or pulls out). The child getting this type of support will receive some time in the resource room which refers to the withdrawal portion of the day and sometime in the regular classroom with modifications and or accommodations which is the resource support in the regular classroom. This type of support helps ensure that the inclusion model is still in place.
How long is the child in the Resource Room?
Most educational jurisdictions will have time increments that are allocated to the child for resource room support. For instance: a minimum of 3 hours a week in time increments of 45 minutes. This will sometimes vary on the age of the child. The teacher in the resource room is therefore able to concentrate on the specific area of need with some consistency.
Resource rooms are found in elementary, middle and high schools. Sometimes the support in the high school takes on more of a consultative approach.
Teacher's Role
Teachers in the resource room have a challenging role as they need to design all instruction to meet the specific needs of the students they service to maximize their learning potential. The resource room teachers work closely with the child's regular classroom teacher and the parents to ensure support is indeed helping the student to reach their full potential. The teacher follows the IEP and will take part in the IEP review meetings. The teacher will also work very closely with other professionals and para professionals to support the specific student. Usually the resource room teacher will work with small groups helping in one to one situations when possible.
It's About Meeting Their Needs
Some older students feel a stigma when they go to the resource room. However, their individual needs are usually met better and the teacher will work closely with the regular classroom teacher to help support the child as much as is possible. The resource room tends to be less distracting than the regular classroom setting. Many resource rooms also support the social needs of their students in the small group setting and will provide behavior interventions. It will be very rare for a child to spend more than 50% of their day in the resource room; however, they may spend up to 50% in the resource room.
Students in the resource room are usually assessed and tested in the resource room as it provides a less distracting environment and a better chance at success. A child will be re-evaluated every 3 years to determine special education eligibility.
Resource teacher duties:
This document outlines some of the areas of work included in the resource teacher role and includes some description of the work of classroom teachers.
COMMUNICATION
- network between teachers/other professionals that have strained
relationships
- liaison
- contacting parents/social workers with teacher/admin concerns
- talking to other schools about students coming/going
- TA – consult – liaison
- TA supervision
SUPPORT
- proofing resources for classroom teachers
- locate resources for self and teachers
- supporting TAs
- listening to teachers
- resource “hunter”
- consultation with teachers
- behavior management intervention
TEACHER
- provides direct instruction to students
- provides lessons based on student needs
- decides who requires help and who does not given your time and student needs
- selecting who gets service – deciding who is “worst case”
- Guided Reading
- “coverage”
- “quick fix” when CT not sure where a student “fits”
- teaching individual students
ASSESSMENT
-MSTEP, NWEA (MAP), K-TEA, etc.
- reporting
- assessment MANAGEMENT
- paperwork, i.e., files, etc.
- scheduling
- balance schedules between SSW, ESL worker, Special Needs worker and
teacher
- case manager of students
- IEPs
- having parents sign IEPs
- behavior plans
- behavior plan “creator”
- observations “tracking”
- monthly tracking of H students
- TA schedules
TEACHING
- social skills groups
- Guided Reading groups
- assess and monitor growth
- work with small groups/individuals: Reading; Writing
- individual support (*3 -15 per week) –
- assessment
- help with group instruction for classes (specific lessons)
- meet with parents
- IEP’s - development of and reviews
MEETINGS
- annual IEPs
- parent meetings
- RCT meetings
- psychological referrals
- consultation