Three Weeks Until Winter Break

There are three weeks in December until Winter Break.  It is helpful to use this time to catch your child up in any class they are missing assignments in.  There is one week in January when we return and then the 2nd quarter is finished.  The week in January goes really fast and the students aren't really in the mood to work. Can you imagine that?  My suggestion is to use these three weeks and really focus on homework and getting everything finished.

I did send home grades last night.  Make sure you ask your student for those!  Happy Holidays!

Mrs. Brown

It's Monday!

Grades are coming home today.  Please ask your student for these.  It is very important for parents to stay informed about their student's progress.  Here are a few other tips for parents:

Parents also play a critical role in supporting what their children are learning in school. Research shows that the more parents are involved in student learning, the higher the student achievement. There are many ways parents can support what their child is doing in school. Here are a few:

 

        • Make reading an everyday habit at home

        • Communicate with the child’s teachers

        • Monitor and assist with homework assignments

        • Ask for regular monitoring reports

        • Share the child’s successes

        • Learn more about the curricula and interventions being used in the child’s school

        • Attend parent/teacher conferences and other school meetings

 

Have you ever wondered about the MTSS program at Cedar Middle School?  Here are a few questions you can ask teachers to find out more:

 

What questions can parents ask to learn more about how MTSS works in their child’s school?

a.  What curriculum is being taught in classrooms?
b.  What are the targeted interventions being used for students struggling in the classroom?
c.  What are the formal guidelines for progress monitoring?
d.  How will parents be informed of the progress?
e.  What happens if an intervention is not working?

As always, it is a pleasure to work with the students at CMS.  I will be gone this Thursday and Friday to a Mentor Academy Training in Salt Lake.  I expect good behavior from the students, even while I am in trainings.

1st Quarter is Over!

No grades will be handed out today.  Today is the first day of the 2nd quarter and not much has been added so a grade print out isn't very helpful at this point.  We did go over everyone's grades and made goals to make improvement for 2nd quarter.  Here is a copy of what we did in class today:

Name ______________________________________  Quarter __________________________

Period	Class	Grade You Received	Grade You Wanted	Citizenship	What can you do to improve your grade in this class

I will make copies and send home the completed version tomorrow.

Today is Neon day at school.  Here is a fun picture of the teachers in Neon

Tomorrow is Team Day.  Dress up in your favorite team apparel.   Hats are acceptable with your outfit.  Thursday is Disguise Yourself.  Friday is College and Career Readiness.  Dress up in your favorite college clothes or a career that sounds interesting. 

Pink Day was a Success

I work in the best school!!  Pink/Denim day was a success.  I am still waiting to hear from the other schools but we had great response.  The really awesome thing is that all the money collected will be donated to our local women going through breast cancer treatments.

I am super lucky to have my son at CMS this year!

Mrs. Jolley and me 

The two Mrs. Brown's

Lehn, Levi and Kaitlyn

3 Crazy Ladies (Mrs. Reese, Mrs. Allred and me)

Mrs. Clark and me

Mrs. Nelson and me

Mrs. Durfee and me

The fun office staff in Pink

CMS in Pink

I had to throw this in, My Power in Pink Race on Saturday, loved it!

Nice outfit

SUU women's bball team shows support!

Cedar Middle School Teachers Are the Bomb (color bomb that is)

There was a great group of CMS teachers who went to Color Me Rad today!  I thought I would share the photos.  It was the Bomb, color bomb.

Before

After

CCR's Next Week

CCR's (conferences) are next week.  I will be sending home a copy of the schedule by Wednesday September 25th.  Please look for that with your student.

Flex time has been a huge success.  This week we will begin the remediation portion of the Flex program.  If students are not understanding a concept in one of their classes they might receive a notice to attend a review meeting with their teacher.  If students have a GPA below 1.6, they will be invited to attended a "study hall" class with yours truly or Mrs. Reese.  We are hoping that students will want to attend the fun Flex activities and stay out of these overflow classes.

Mid-Term, Can You Believe It?

Well this week is mid-term.  Please review grades with your student.  It is important that the students know you are aware of what is happening at school and are involved in their school career.  Speaking of school career, we are planning the Fall CCR meetings.  I sent home a paper today with the students for CCR meeting sign ups.  Please look over that and send back with your student.

I will be at the Utah Mentor Academy meetings on Thursday and Friday of this week.  If you need to reach me, please email me at robyn.brown@ironmail.org.  I will be checking my email frequently and will get back to you as soon as possible.

CCR schedule page  Click here to access my schedule

Grades Sent Home Today

I sent home grades this morning.  Please look for them with your students and sign them.  We are having a great year!!

Denim Day October 4, 2013

The Iron County School District has teamed up to raise awareness for breast cancer.  The district staff members will be donating $5.00 and wearing jeans and a pink shirt to raise awareness for this cause.  Five staff members of Cedar Middle School are breast cancer survivors.  Last year, we were able to raise $1,400.00 for breast cancer research.  This year, the ICSD has chosen to donate the money to Valley View Medical Center, breast cancer services.  All the money will help local women going through breast cancer treatments.  I couldn't be more excited to support our local women!

We invite parents and students to join us and wear jeans and a pink shirt on Friday October 4.  I will be selling Cedar Middle School breast cancer awareness shirts until September 20th.  They are $10.00 and I do have samples in the SPED office.  I can't wait for this amazing event!

Week One Down

We made it through the first full week.  I will be sending home a grade print out on Monday August 26th.  Parents, if you could look over this and sign it-I would appreciate it!  I hope everything is going well. Please let me know if I can do anything for you. My email address is robyn.brown@ironmail.org

School Is About to Start!!

I am so excited to see all of my returning students and meet my new ones.  I have to admit, I have missed everyone so much over the summer.  It is going to be a great year.

Utah Special Education Information

Eligibility for Special Education Services

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Who Is Eligible For Special Education?

Upon completion of the review of existing data and the initial evaluation, a group of qualified professionals and the parent determine the need for special education and related services.  A student, age 3 through 21, may be eligible.

To qualify for special education services, a student must meet three criteria:

1. The student has one of the identified disability categories as outlined in the Utah Special Education Rules.  (The requirements and methods for determination under each category are extensively defined in the Rules and vary from category to category.)
2. The disability must adversely affect the student’s educational performance.  (Remember that educational performance includes all of the school program and not just academics.)
3. The student requires special education and related services.

If the student doesn’t meet the criteria, then the student is not eligible for special education.

If the student requires only accommodations, and not special education (specifically designed instruction), that student is not a student with a disability under IDEA.  Such a student may be eligible for an accommodation plan under Section 504 of the Vocational Rehabilitation Act.  Contact your school or the Utah Parent Center for more information.  Additional information is also available on the website of the Utah State Office of Education at www.schools.utah.gov/equity/section504/default.html

Categories for Eligibility under IDEA 2004

According to IDEA 2004, a “child with a disability” is a child who has one or more of the disabilities listed below. The child must need special education and related services.

• Autism
• Deafblindness
• Emotional Disturbance
• Hearing Impairment /Deafness
• Intellectual Disability
• Multiple Disabilities
• Orthopedic Impairment
• Other Health Impairment (such as asthma, attention deficit disorder, attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, Tourette syndrome, and some kinds of acquired brain injuries, etc.)
• Specific Learning Disability
• Speech/Language Impairment
• Traumatic Brain Injury
• Visual Impairment (Including Blindness)
• Developmental Delay (Ages 3-7 only)

School districts may choose to use the Developmentally Delayed category (which is used in Early Intervention age 0-3) for children ages 3-7 instead of another category if the child meets the eligibility criteria.

Significant changes were made in IDEA 2004 regarding the identification of students with specific learning disabilities.  An LEA may use one of two methods or a combination of both for determining a student’s eligibility.

1. A process based on the student response to scientific, research-based   intervention. OR
2. Identification of a severe discrepancy between intellectual ability and achievement.  OR
3. A combination of these.

Parents who have questions about how this process works should not hesitate to bring their questions to the school.  More detailed information can be found on the Utah State Office of Education website at www.utah.schools.gov.

A child cannot be determined to have a disability based on lack of appropriate instruction in reading, including the essential components of reading instruction (phonemic awareness, alphabetic principle, vocabulary, comprehension, and fluency), lack of instruction in math, or limited English proficiency, if the child does not otherwise meet eligibility requirements.

• The school district or charter school must give parents a copy of the evaluation report and documentation of the eligibility determination.

For more information about the eligibility requirement for each category that qualifies a child for special education, see the Utah State Special Education Rules.

Parents are sometimes concerned about which disability category their child is served under, especially when the child may have several areas of disability.   If this is a concern, keep in mind that the child’s services will be individualized to meet the child’s needs, and that all of the child’s needs should be addressed.  The services are not determined based upon the disability category.

Special Education Services

Special education means specially designed instruction at no cost to parents, to meet the unique needs of the child with a disability including:

• Instruction in the classroom, home, hospital or institution, and in other settings;
• Instruction in physical education.

Decisions about eligibility are made by a team that includes the parents.  Parental input is considered. If the child is determined not eligible, parents have the right to disagree and use any of the dispute resolution remedies.

The term, special education, includes the following if they meet the definition of special education:

• Speech – language pathology  services and may include other related services
• Travel/training; and
• Applied technology education.

Specially designed instruction means adapting as appropriate to the needs of an eligible student, the content, methodology or delivery of instruction in order to:

1. Address the unique needs of the student that result from the student’s disability.
2. Ensure access of the student to the general curriculum, so that he or she can meet the educational standards within the jurisdiction of the LEA that applies to all students.

Special Education May Also Include Related Services

Related services means, “Transportation and such developmental, corrective, or other supportive services as are required to assist a child with a disability to benefit from special education.”

The term, related services, includes:

• speech-language pathology and audiology
• transportation
• interpreting services
• psychological services
• physical and occupational therapy
• recreation, including therapeutic recreation
• early identification and assessment of disabilities in students
• counseling services including rehabilitation counseling
• orientation and mobility services
• medical services for diagnostic or evaluation purposes
• health services and school nurse services
• social work services in schools
• parent counseling and training

Parent Counseling and Training is defined in the Utah Special Education Rules as assisting parents in understanding the special needs of their student by:

1. Providing parents with information about child development, and
2. Helping parents acquire the necessary skills that will allow them to support the implementation of their student’s IEP.

For more information on parent counseling and training please visit our website at www.utahparentcenter.org or call us at (801) 272-1051.

Assistive Technology

Assistive technology device means any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a student with a disability.  The term does not include a medical device that is surgically implanted, or the replacement of such a device.

An assistive technology service is any service that directly assists a child with selecting, acquiring, or using an assistive technology device.  The term includes:

• Evaluating the needs of the student including a functional evaluation of the student in the student’s customary environment
• Purchasing, leasing, or otherwise providing assistive technology devices
• Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices
• Coordination and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs
• Training or technical assistance for a student with a disability or, if appropriate, that student’s family
• Training or technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of students with disabilities

Supplementary Aids and Services

Supplementary aids and services means aids, services and other supports provided in regular education classes or other education related settings to enable students with disabilities to be educated with children who do not have disabilities to the maximum extent appropriate.

While special education is free to the student, the student is still required to pay for school fees and expenses that typical students pay for.

- See more at: http://www.utahparentcenter.org/publications/infosheets/iep-info-sheets/eligibility-for-special-education-services/#sthash.oPpfvu6A.dpuf

Washington, D.C.

A few of the staff from Cedar Middle School attended the annual national conference for Schools to Watch. This program is aimed at school reform in the middle grades.  It was an amazing experience.  We were able to present about school culture and social equity.  We were also able to attend many wonderful presentations made by schools from across the country.  Here are a few pictures from the trip.  Hope you all are having a fun summer!

Good Time Movie

We made another movie.  This one is titled Good Time.  It was really fun to make.

Special Education Tips

There are many practical strategies that are effective in the classroom. It is up to the classroom and special education teacher to ensure that appropriate strategies are being used in the classroom to assist individual learning styles and provide success to all students with special needs. It is recommended that a multi-modal approach be used, visual, auditory, kinesthetic and tactile for optimum success.  

Classroom Environment

• Provide the use of a study carrel when necessary.
• Seat student in area free from distractions.
• Eliminate all unnecessary materials from student desk to reduce distractions.
• Use a checklist to help student get organized.
• Keep an extra supply of pencils, pens, books and paper in the classroom.
• You may have to allow the student frequent breaks.
• Have an agreed upon cue for student to leave the classroom.
• Reduce visual distractions in the classroom.

Time Management and Transitions

• Space short work periods with breaks.
• Provide additional time to complete assignment.
• Allow extra time for homework completion.
• Inform student with several reminders, several minutes apart, before changing from one activity to the next.
• Reduce amount of work from usual assignment.
• Provide a specific place for turning in assignments.

Presentation of Materials

• Modify expectations based on students needs.
• Break assignments into segments of shorter tasks.
• Give alternative assignments rather than long written assignments.
• Provide a model of end product.
• Provide written and verbal direction with visuals if possible.
• Break long assignments into small sequential steps, monitoring each step.
• Highlight to alert student attention to key points within the written direction of the assignment..
• Check that all homework assignments are written correctly in some kind of an agenda/homework book. Sign it and have parents sign it as well.
• Number and sequence steps in a task.
• Provide outlines, study guides, copies of overhead notes.
• Explain learning expectations to the student before beginning a lesson.
• Make sure you have the students attention before beginning a lesson.
• Allow for student to use tape recorders, computers, calculators and dictation to obtain and retain assignment success.
• Allow oral administration of test.
• Limit the number of concepts presented at one time.
• Provide incentives for beginning and completing material.

Assessment, Grading and Testing

• Provide a quiet setting for test taking, allow tests to be scribed if necessary and allowing for oral responses.
• Divide test into small sections.
• Grade spelling separately from content.
• Allow as much time as needed to complete.
• Avoid time tests.
• Change percentage of work required for passing grade.
• Permit retaking the test.
• Provide monitored breaks from test.

Behavior

• Avoid confrontations and power struggles.
• Provide an appropriate peer role model.
• Modify rules that may discriminate against student with neurological disorder.
• Develop a system or code that will let the student know when behavior is not appropriate.
• Ignore attention seeking behaviors that are not disruptive to the classroom.
• Arrange a designated safe place that student can go to.
• Develop a code of conduct for the classroom and visually display it in an appropriate place where all students can see it, review it frequently.
• Develop a behavior intervention plan that is realistic and easily applied.
• Provide immediate reinforcers and feedback.

Delivering an academic program to a room full of unique students is certainly a challenge. Implementing some of the listed strategies will provide a comfortable learning place for all students regardless of their academic abilities.


Steps to Remember:
1. Reflect often on the process used to support learning disabled children - are the learning opportunities worthwhile?
2. Provide as many visual and auditory representations as is possible.
3. Activities need to be specific, manageable, attainable and measurable. Ask yourself if the learning opportunity meets the criteria.
4. Provide ample time for the child to seek clarification and to share his/her thoughts/responses.