D.M.S.E.C. Newsletter March 2017

Important Dates

  • March 16-March Board Meeting
  • DMSEC will be closed for repairs and Spring Break March
  • ISTEP+ Part 2 – Paper/pencil*-Window begins April 17, 2017-Ends May 5, 2017
  • (Multiple-Choice & Gridded-Response Items)-Window begins April 17, 2017-Ends May 5, 2017
  • ISTEP+ Part 2 – Online-Window begins April 17, 2017-Ends May 5, 2017
  • (Multiple-Choice & Technology-Enhanced Items)-Window begins April 17, 2017-Ends May 5, 2017
  • IREAD-3 (Spring)-Window begins March 13, 2017-Ends March 17, 2017
  • ISTAR Part 3-Window begins April 10, 2017-Ends May 19, 2017
  • ACCUPLACER Part 2-February 13, 2017-March 31, 2017

Please help

It is vital that the DMSEC office gets a hard copy of IEPs within 10 school days so that all the information can be uploaded in the systems to ensure every student who receives accommodations will be able to get them for ISTEP, especially the online computer portion from the DOE report created form Harmony/ Skyward.

Time Cards

It is imperative that our staff is at work on their assigned time. We do understand that life happens. Typically, unless you have prior arrangements with Chad or Mary you will need to adjust your hours that state actual time worked. Please do not come in late and

Kylie Hembree is expecting! We are very happy for her! Kelly Cumminings has had here baby! Leah Faith Cummings 7lb 12 ounces, 19 1/2 inches! Congrats to all!

Brain Aligned breaks

If You Want Children to Sit Still, You Have to Let Them Move

Children need to move their bodies in order to be able to stay focused and to learn. A good thing to remember is that a nerve in the inner ear, called the vestibular nerve, serves to tell the body how upright, aroused, and present to be in direct response to movement. The only way to activate the vestibular nerve so that it can do its job is to move.

Normally, a small amount of movement, like a quick stretch and turn of the head, will make the nerve fire and talk to the muscles. When children are fidgeting and finding it difficult to stay still, they are unconsciously attempting to activate that nerve in the inner ear to improve their ability to sit up and focus.

  • http://minds-in-bloom.com/20-three-minute-brain-breaks/
  • https://carriewisehart.com/2015/01/09/teachupsidedown-50-brain-breaks-to-engage-students-in-the-classroom/
  • http://fsnep.ucdavis.edu/trainings/town-halls/town-halls/copy2_of_14activitybreaks_000.pdf
  • https://www.youtube.com/playlist?list=PLS6iL38ozA1bEIspK__Up3DurQoEWhImz
  • http://teachtrainlove.com/20-more-brain-break-clips-fight-the-fidgeting/

How do I talk to an Autistic Student?

Autistic children are unique, and interpret the world differently than the average person. Their differences are highly apparent in terms of their social and communication skills. Autistic children appear to have a language of their own, implementing a system that works for them. If you know a child who has been diagnosed with autism, it's important that you learn their language in order to communicate with and approach them in the right way.

Please go to the below link to see the slides on the best way to communicate with students that have autism.

http://www.wikihow.com/Talk-to-an-Autistic-Child

Easing separation anxiety: Tips for school

  • Address the cause for avoidance of school. Initiate a plan for your child to return to school immediately. This may include gradual reintroduction with partial days at first.
  • Accommodate late arrival. If the school can be lenient about late arrival at first, it can give you and your child a little wiggle room to talk and separate at your child's slower pace.
  • Identify a safe place. Find a place at school where your child can go to reduce anxiety during stressful periods. Develop guidelines for appropriate use of the safe place.
  • Allow the child contact with home. At times of stress at school, a brief phone call—a minute or two—with family may reduce separation anxiety.
  • Send notes for your child to read. You can place a note for your child in his or her lunch box or locker. A quick "I love you!" on a napkin can reassure a child.
  • Provide assistance to the child during interactions with peers. An adult's help, whether it is from a teacher or counselor, may be beneficial for both the child and his or her peers.
  • Reward a child's efforts. Just like at home, every good effort—or small step in the right direction—deserves to be praised.

Teacher Draft

All Call For Active Learning Pictures!

Please forward pictures of your students to Mary via email. We are in the process of updating our website with "real" pictures on our website!

Online Read-Aloud Sources

By Missy Brothers

  1. Storyline on Line
  2. Just Books Read Aloud – Free
  3. A Storytime Before Bed – Free
  4. Tumble Book Cloud Junior – Free trial
  5. PBS Kids Stories
  6. Kiz Club Free
  7. Magic Keys – Free
  8. Epic – Paid: Unlimited reading for $4.95 per month
  9. Bookflix (Scholastic)- Link to free trial
  10. Bookshare – Free for students with a print disability or $50 annual fee
  11. Learning Ally – Free
  12. Storyjumper – Free (can also purchase), not read aloud but interactive page turning
  13. National Geographic Explorer Magazine – Free digital membership
  14. StoryNory – Free
  15. RazKids – Free 14 day trial
  16. Reading Rainbow (YouTube Channel) – Free

Enjoy SPRING BREAK

Credits:

Created with images by Hans - "crocus flower spring" • Kit4na - "Baby"

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