TABLE OF CONTENTS
Welcome to first grade
Schedule
Keeping in touch/emergency contact info
Drop off and pick up
Absences and tardies
Snow days
Snacks
Birthdays
Clothing
Background checks
Field trips
Observing and volunteering in the classroom and school
Music
What can I do to help my child succeed in school?
Program Summary
Welcome to first grade! This classroom handbook is intended to answer some
of parents' most frequently asked questions about our classroom and our
school.
My goals for each child are academic, emotional, and social. I look forward
to working with you to ensure that your child receives a sound, well-rounded
academic foundation; enjoys coming to school; and develops values such as
independence, responsibility, kindness, tolerance, and fairness.
In the Albuquerque Public Schools (APS) system, teachers have several
specialists available to help us achieve our goals for children. At
Bandelier, our instructional coach and other educators may work
with your child. Children will receive instruction from an art or music
teacher*, our P.E. teacher Coach Jarvis, and our librarian Mrs. Cook.
Teacher candidate Ms. Stephanie Anderson will co-teach with me Wednesday
through Friday through December, and full-time during the second half of the
year.
Parent volunteers including classroom helpers and Art in the Schools
presenters are also much-appreciated members of the classroom teaching
community.
I look forward to visiting with you often so that together we can provide
every child with an excellent education.
Kathleen (Kak) Burk
First Grade Teacher
*APS funds music and art teachers for alternate years. In school year 2011-
12, Bandelier students will have district-funded music instruction, but no
district-funded art. Next year we will have district-funded art instruction,
but no district-funded music.
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Schedule
I will send home, and include here, a daily schedule once recess times, pull-
out times, etc. have been announced.
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Keeping in touch
Please don't hesitate to contact me; I value family communication!
I'll use periodic newsletters to keep you abreast of news including current
learning goals and field trips. These will be copied into the Announcements
section of this website as well as emailed to you. Paper copies are
available on request. I'll also phone or email you, send an agenda note, or
find a moment to bend your ear at pick-up time as needed. During twice-yearly
school conference times we will meet to discuss your child's progress. I'm
happy to schedule conferences at other times as needed. Bandelier is on a
trimester reporting schedule, so children will receive progress reports three
times during the school year, plus midterm reports.
It's very helpful for me to know about changes in your child's life (e.g. a
parent away on a trip, a change in custody arrangements, etc.) that may
affect learning and behavior. If your phone number or address changes please
let both me and the school office know immediately so that we can always
reach you quickly in case of an emergency. The school also needs to be
notified immediately if there is a change in the list of people who can pick
up your child during the school day. Finally, because of regulations
concerning health information and privacy, the school nurse cannot pass on
health info to teachers without your permission. If there is health
information that you feel I need to know, please inform me as well as the
school nurse.
You are welcome to call me at school (255-8744) and ask the secretary to put
a note in my mailbox. I'm unable, except in emergencies, to take calls
during teaching hours, but if you leave your name and number with a brief
message I will receive it that afternoon or the next morning, and will return
your call. If it is urgent that I get your message immediately, the school
secretary can contact me using the intercom. The best time to touch bases is
after 4:00 p.m.
Email (burk@aps.edu) is an efficient way for us to communicate.
You are also welcome to call me at home in the evenings before 8:00 p.m.
If you start to talk when the machine goes on I'll pick up if available.
Check your child's agenda and backpack daily--lots will be coming your way!
In the event of a lockdown or shelter-in-place event at school, please
telephone 311 for information about what is happening and where to meet your
child. Effective May 2007, the city police department and the 311 folks
began working with the school district to provide information through this
number, since there may be no one answering phones at a school in the event
of an emergency.
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Drop off and pick up
Children may be dropped off at the playground ten minutes before school
begins. Children should not be dropped off earlier, as there is no adult on
duty. When the first bell rings, children are to line up along the east side
of the main building, underneath our classroom window. If children arrive at
the line-up spot early please stay with them until we pick up the class,
as there is no before-school supervision in that area. Children are to be
quietly in line, not running around. They are also not to be in the building
or the courtyard before school.
For the first few days of school, Stephanie and I will walk the class out to
the same area to meet you. After the first week we won't routinely escort
the children out. You are welcome to ask your child to meet you as you pull
through the pick-up loop, or at some other location that works well for you.
Be aware that there is no parking in the north loop.
If any person besides yourself will pick up your child before the regular
dismissal time, be sure the school has written permission to release your
child to that person. If you have a last-minute emergency and need to make
arrangements for an alternate pick-up person, please call the office.
The office will page the classroom and will let your child know who is coming.
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Absences and tardies
Please send children to school every day, unless they are ill (or missing
school for other reasons as listed in the APS Student Behavior Handbook).
It helps us all avoid absences if you keep children at home when you
believe they may be contagious. For example, please keep at home children who
are running a fever, even if it is controlled by Tylenol. Also, children who
have been vomiting, who have uncontrollably runny noses or bad coughs, or who
are feeling too ill to do school work should be kept home. There is no
classroom supervision during recess times, so children need to stay home if
they are too ill to go outside. Be sure to call the office if your child is
not coming to school, even if you have notified the teacher. Good attendance
makes a huge difference in children's academic progress.
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Snow days
If there is snow in the air or the roads are icy, check the radio, TV, or APS
website to find out if school will be delayed or cancelled. If school is
cancelled, the missed day will be made up later in the year.
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Snacks
Children are encouraged to bring healthy snacks to eat during recess times. They're welcome to
bring water bottles. We'll send them home every Friday for a wash.
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Birthdays
Although we don't celebrate birthdays with full-fledged parties, you are
welcome to send a sweet snack such as cupcakes on your child's birthday.
Please don't send favors, drinks, etc., however. To avoid hurt feelings, we
ask that you not distribute birthday party invitations at school unless every
member of the class is invited.
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Clothing
Mark jackets, mittens, etc., with your child's name, and (no promises,
but . . .) we'll do our best to round 'em up and get 'em home to you!
Children are usually required to go outside during recess, so be sure to
insist that they bring sweaters or jackets if you think there is a chance
they will need them. No need to be fancy with clothing; we're delighted if
children come to school in play clothes. First grade is an active and messy
time of life, and we like to see kids dressed for play and painting. On P.E.
days, all children should wear pants and athletic shoes.
We have parent volunteers who drive children in need of clothing to the PTA
Clothing Bank. The Clothing Bank sets kids up with nice outfits in good
condition (including winter coats when the weather begins to turn). Don't
hesitate to let me or our counselor know if your family could use this
service.
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Background checks
The district requires parents to be background checked by either APS or CYFD
before they can be alone with children other than their own (e.g. walking a
child to the bathroom, working in the hall with children, or accompanying a
small group on a field trip without a school staff member in the same group).
Once you have had the background check done, and if you continue to be active
at school, you normally will not have to have it done again. We'd love to
have as many of our parents as possible get the check done. Parents may be
required to pay for the background check; this has varied from year to year.
Our school secretary can help you arrange the check.
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Field trips
We will take several field trips this year. Although we no longer use parent
drivers on any trips, we need adults to accompany us to maintain good
supervision. Folks who have had background checks done are extra handy to
have along.
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Observing and volunteering
Our school has an open-door policy. You are welcome to observe your child's
classroom at any time, unless your presence is disruptive (this happens
rarely, but once in a while children fall apart when their parents are
around). I welcome parent volunteers. At times, if a parent has volunteered
to come in, I will plan activities that require the extra adult. If you
don't show we are left in a scramble, so please make arrangements for another
parent to sub for you unless you've contacted me the day before. When you
come in to help, you will not be working exclusively with your own child.
Parent volunteers may be asked to prepare materials or to work with a
particular child or group.
If you observe or help out in the classroom, it is very important that you
keep confidential any observations you may make about a child. If something
concerns you, please discuss it with me or with our principal if need be, but
not with another parent. Be aware, though, that we cannot share the specifics
of a child's situation with you. There are times when teachers treat
different children differently. This may be at the direction of the child's
doctor, counselor, etc., and the child's condition may not be obvious to a
visitor.
When you help in the classroom, please ask questions of children and
encourage them to think for themselves and do their best work. It is a
disservice to children if an adult gives them answers or does their work.
Model for children by using a quiet voice. Feel comfortable redirecting
children in a positive, firm way. Don't hesitate to let me know if you have a
question, need support, or if a child is not responding to your direction. If
you are working in the class during recess time, I and the children all love
to have you go out to recess with them. Check with the duty teacher re play
boundaries and rules.
Would you like a regularly-scheduled role in some area of school other than
the classroom? We greatly appreciate parent volunteers who schedule time to
work in the library or the office, or who can provide extra supervision on
the playground. We need parents on various committees and on the school
Instructional Council. If you are interested in presenting art lessons to the
class, we'd sure love a classroom Art in the Schools volunteer or two. (AIS
provides outstanding training to volunteer parent presenters.)
Please go to the office and sign in before observing or volunteering in any
area of the school, including visiting your child on the playground during
recess.
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Music
Research about how children learn informs us that music and movement are
not only valuable in themselves, but that they help children develop in other
areas such as mathematical thinking. At Bandelier, we've been lucky to have
parent-funded music instruction that supplements the district-funded music
instruction that we receive every other year. If the music program continues
as it has in the past, we hope you can contribute.
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What can I do to help my child succeed in school?
Many of the vitally important things that parents need to do to ensure
children's academic success are both straightforward and inexpensive. You can
make a BIG difference in your child's academic progress if you: 1) turn off
the TV and computer and 2) read aloud to, or talk with, your child instead.
The story is this: One of the most important tools we can give children to
help them succeed in school is a rich vocabulary. With only a few
exceptions, TV shows and computer games are not particularly useful for
building vocabulary. Quality children's literature (both fiction and non-
fiction), however, is an excellent source of vocabulary.
Why is an extensive vocabulary so important? There is a huge difference in
the number of words different children have mastered by the time they enter
school. A child who has had varied life experiences and has been read to a
great deal may understand thousands more words than a child with more
restricted early childhood exposure to language. However, both children may be
successful in the early years of school. This is because much of the work in
early grades involves learning to read, and is done with texts containing
simple words. Children who are good at decoding (i.e., at sounding out words
and recognizing sight words) may be able to sound out and understand these
simple texts, even if their own vocabularies are quite limited. However, by
fourth grade or so, children are expected to independently read social
studies textbooks, science texts, etc., containing more sophisticated
academic language. At this point, children (even if they are able to decode
well) whose vocabularies are limited are at a distinct disadvantage. If they
are unfamiliar with the meanings of many of the words in their textbooks,
good decoding skills are not enough to support their comprehension of texts,
and these children are likely to fall behind academically.
Because vocabulary-building is so important to children's academic success,
I'll include a read-aloud component in the weekly homework packet.
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Program Summary
Grade 1 - Kak Burk
Philosophy
Children must feel valued if they are to be happy and successful in school.
Stephanie and I work together to create a classroom that welcomes and
encourages every child, of every background and skill level. We emphasize the
ideas that mistakes are a part of learning, and that working hard and
persevering are the best means for children of all abilities to achieve
success. We encourage children to strive for excellence, every day in every
way. We stress the importance of kindness towards others, and of self-
control and personal responsibility, because these qualities are essential if
children are to develop into fulfilled, community-minded adults.
Reading Program
This year we will use the new MacMillan/McGraw-Hill Treasures reading series blended
with a teaching approach called CAFE/Daily Five. More on this on Literacy Night!
Our reading instruction is based on the Balanced Literacy model. Using
modeled, shared, and guided reading, we address the six elements of
successful reading instruction described in the New Mexico Reading First
program. These are oral language development, phonemic awareness (awareness of
sounds in speech), the alphabetic principle (phonics--the association between
sounds and letters), fluency (accurate, quick, expressive reading),
vocabulary, and comprehension. A portion of our reading instruction is
integrated with other subject areas, and is literature-based. Throughout the
year we will provide near-daily literacy instruction using the Wilson
Fundations program, as well individual and small group guided reading instruction.
Other Language Arts (writing, listening, speaking)
We use modeled, shared, and guided writing to develop children's written
communication skills. We help children develop practices that support
comfortable, clear, fluid handwriting. We'll also focus this year on
strategies good listeners use, and on developing speaking skills, especially
in response to literature.
Math
We integrate math into a number of curriculum areas so that children
have experience practicing math skills such as counting, adding and
subtracting, patterning, predicting, estimating, and place value recognition
in a variety of contexts. We emphasize hands-on problem-solving activities,
and children's ability to describe their mathematical thinking. We use the
Everyday Math program. The program has a spiraling structure; many concepts
are introduced early in the year and revisited throughout the year.
Science
We build children's observational and critical thinking skills using some
materials from district-provided science kits, supplemented with other
lessons (often art-based). I find hands-on science exploration to be a
particularly valuable learning avenue for children.
Social Studies
In our classroom, children learn to work together and to take responsibility
for their actions. We promote citizenship values such as fairness and
tolerance while addressing the State social studies standards.
Technology
We use the computer lab to promote language arts and math while teaching basic
computer skills.
Homework
We send a homework folder home each week. In the folder, along with the
current homework we include completed, checked homework and schoolwork for
your review.
Behavior
We hold all children to high expectations, teach clearly defined procedures
which we practice frequently, and emphasize kindness, responsibility, and
independence. Children who misbehave will usually receive an initial
reminder, then a loss of a privilege such as recess time. If misbehavior
continues I will contact parents.
Parents in the classroom
Parent volunteers are welcome and encouraged to work in the classroom,
accompany us on a field trip, or twirl a jump rope during recess. It is
helpful if volunteers have had a background check done. Being checked
through either CYFD or APS allows parents to be alone with children other
than their own. For example, a checked and cleared parent can tutor a child
in the quiet of the hallway, or guide a small group during a field trip
without having to stay with APS staff.
