1. Be Respectful- This includes always treating your teachers and fellow students with kindess and respect. Students are encouraged to use their words of respect such as yes sir, no sir, yes ma'am, no ma'am.
2. Be Responsible- Students are EXPECTED to take care of their materials and finish their assignments completely and turn them in on time.
3. Use Your Manners- Students are to only get up out of their seats or talk when they are given permission. They are also taught not to interrupt adults when they are communicating in the classroom.
Mr. Brewer's Daily Schedule
This section is currently under construction and will be updated shortly. Thank you for your patience.
The purpose of homework is to allow the parent and child to sit down at home each evening and work on skills that are being taught in the classroom. Homework is due on the next day after it is assigned. Please do not allow your child to rush through the homework. Make sure they are monitored at home and doing it correctly. Some homework assignments may include small projects that engage the student and parent together.
The expectations for the homework given by the resource teacher are equal to the expectations given by the regular classroom teacher. A homework assignment folder will be given to the student and will travel home every day for completion. Please return it everyday with your signature so I am aware that your child is being helped.
What is a Resource Classroom?
What is a Resource Classroom?
The Resource Room is not just a place, but also a placement. Because the resource room removes a child from a general education classroom for even part of the day, it is increasing the "restrictiveness" which is defined and proscribed except when necessary by IDEIA (Individual with Disabilities Educational Improvement Act.) It is part of the placement process and is considered necessary for children who are easily distracted in the general education setting, especially when new information is being introduced.
The Resource Model is a separate setting, either in a classroom or a smaller designated area, where a special education program can be delivered to a student with a disability individually or in a small group. It is for the student who qualifies for either a special class or regular class placement but needs additional 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.
The child getting this type of support will receive some time in the resource room, which refers to the 'pull-out' portion of the day and a majority of time in the regular classroom with modifications and/or accommodations including resource support in the regular classroom. This type of support helps ensure that the inclusional model is still in place.
Most educational jurisdictions will have time increments that are allocated to the child for resource room support.
This will sometimes vary on the needs of the child. The teacher in the resource room is, therefore, able to concentrate on the specific area of need with more consistency.
The Teacher's Role in the Resource Room
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 teacher works 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 paraprofessionals to support the specific student. Usually, the resource room teacher will work with small groups helping in one-to-one situations when possible.
How Resource Rooms Helps Students' Individual 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 possible. The resource room tends to be less distracting than the regular classroom setting. The resource teacher will also use helpful strategies and manipulatives that the regular teacher uses in the classroom to facilitate and engage learning and align the lessons with the content being taught. 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.
I am originally from Oklahoma where I received my teacher training at Northwestern Oklahoma State University. I earned my Bachelors Degree in Elementary Education with a Minor in Special Education in 2000. I have been teaching here at Tice Elementary since August of 2000. I have taught Special Education, First grade, Second grade and Third grade. I am also ESL (English as a Second Language) certified. This year I am serving as the campus Lead Mentor for all first year teachers. Tice is an exemplary campus and has won the Blue Ribbon Award in Educational Excellence during my years of teaching. I am loyal to the district of Galena Park and to my campus as well. I enjoy teaching the students who come through my classroom every year. We build relationships with the students and families that attend here. We encourage parental and community involvement within the educational setting. If you would like to become a parent volunteer, I would strongly recommend it.
If you ever have any questions or concerns, please do not hesitate to call or email me.
This section is currently under construction at this time.... Thank you for your patience....