How is a child supported upon return to his/her regular class setting?
We can classify “return to regular class setting” in three specific ways:
1. a student returns after his/her weekly ALO classes
2. a student returns at the end of an entire ALO session (end of trimester)
3. a student returns at the end of an entire ALO session and is not recommended for the next session
In all three ways listed above, it is expected that the ALO child is applying skills learned in the ALO class to his/her regular class setting. For example, a third grade ALO student learns about denotations and connotations of words within an ALO class discussion. The ALO student uses that knowledge to understand word meanings more effectively while reading her “good fit book” during the Daily 5 Read-to-Self time. Skills and strategies learned will be applied differently based on the age and subject matter.
At the end of each session, the ALO teacher will share the end-of-session report with the student’s classroom teacher. This report outlines the strengths and areas of growth for each child. The classroom teacher can use that information to inform his/her instruction.
If a child is not recommended for the next session, the ALO teacher will meet with the student and review the end-of-session report with him/her. In addition, the ALO teacher will offer ways that he/she can use the skills learned in the regular class setting.
For the 2015-16 school year, the ALO teacher will more regularly collaborate with classroom teachers. Some ways include sharing differentiation strategies, modeling lessons, team teaching, and working in small groups within the classroom. An ALO resources website will be developed that will offer opportunities to support children in the ALO class, the regular class setting, and outside the classroom.
We can classify “return to regular class setting” in three specific ways:
1. a student returns after his/her weekly ALO classes
2. a student returns at the end of an entire ALO session (end of trimester)
3. a student returns at the end of an entire ALO session and is not recommended for the next session
In all three ways listed above, it is expected that the ALO child is applying skills learned in the ALO class to his/her regular class setting. For example, a third grade ALO student learns about denotations and connotations of words within an ALO class discussion. The ALO student uses that knowledge to understand word meanings more effectively while reading her “good fit book” during the Daily 5 Read-to-Self time. Skills and strategies learned will be applied differently based on the age and subject matter.
At the end of each session, the ALO teacher will share the end-of-session report with the student’s classroom teacher. This report outlines the strengths and areas of growth for each child. The classroom teacher can use that information to inform his/her instruction.
If a child is not recommended for the next session, the ALO teacher will meet with the student and review the end-of-session report with him/her. In addition, the ALO teacher will offer ways that he/she can use the skills learned in the regular class setting.
For the 2015-16 school year, the ALO teacher will more regularly collaborate with classroom teachers. Some ways include sharing differentiation strategies, modeling lessons, team teaching, and working in small groups within the classroom. An ALO resources website will be developed that will offer opportunities to support children in the ALO class, the regular class setting, and outside the classroom.