Mr. Van Sycle’s 2016-2017 Disclosure Letter
Greetings! I am looking forward to this school year with your child. Below, you will find information about my classroom and your child’s classes.
Communication
I post general announcements, updates, assignments and other information on my blog, www.wasatchpeak.org/apps/pages/index.jsp?uREC_ID=419850&type=u&pREC_ID=639710 .
Time-sensitive or critical information will be posted online and/or a hard copy will be sent home to ensure parents receive the announcement. Additionally, I will also be using the “e-mail blast” feature of Aspire, the online student information system. This allows me to quickly and efficiently send the same information to all parents. Please make sure your information in Aspire is always up-to-date. Contact me if you prefer or require an alternate method of receiving class communications. I can be reached via email at or you may call the school at 801-936-3066 and leave a message or ask for my extension.
Discipline and Rewards
This year, WPA has adopted a school-wide, standardized set of rules, the Wasatch PEAKS. These rules can be remembered by using the following acronym—
P repare to learn
E ngage with effort
A ttitude of gratitude
K indness and Respect
S ilent transitions
I will continue using the Love and Logic philosophy for adult/child interaction and problem-solving. I am excited to be using this program. At a previous teaching assignment at a residential school for emotionally-disturbed teenagers, I was fortunate enough to co-teach for two years with a trained Love and Logic facilitator. I saw on a daily basis the effectiveness of this approach.
Briefly, Love and Logic places the highest value on empathy, kindness and respect in all human interactions. In terms of classroom discipline, a key component is placing the ownership of a problem, and the problem’s solution, with the person who created the problem. While struggles and frustration are not intended outcomes with Love and Logic, they are nonetheless welcomed as opportunities for growth and development.
From the teacher’s perspective, Love and Logic can best be summed up by these classroom expectations-
· I will treat you with respect, so you will know how to treat me.
· Feel free to do anything that doesn't cause a problem for anyone else.
· If you cause a problem, I will ask you to solve it.
· If you can't solve the problem, or choose not to, I will do something.
· What I do will depend on the special person and the special situation.
· If you feel something is unfair, whisper to me, "I'm not sure that's fair," and we will talk.
More information about Love and Logic can be found on their website- http://www.loveandlogic.com
My goal, rather than just imposing an arbitrary consequence or punishment, is to try and help the student understand why their words or actions are of concern, and I will assist the student in identifying a solution. And, most importantly, when a student cannot or will not solve a problem, I will then choose a solution that is natural and logical with the goal of helping the student to either better express him or herself, handle difficult situations or change a behavior. Infractions deemed serious enough will be entered into the Aspire behavior module. Aspire is accessible through the Wasatch Peak website.
Minor discipline problems will be handled in the classroom. If I have to solve the problem, consequences may range from a mild verbal warning through asking the student to stay after class for a few minutes up to requesting a parent/student/teacher conference.
Major discipline infractions are referred to the office. Please see the student handbook for further information.
In order to keep my classroom as clean and distraction-free as possible, I do not allow any food, gum or soft drinks in the room (parties and other planned functions being the exceptions). Students may have water in containers with a leak-proof top.
To maintain our Gold Medal School status, candy will not be given as a reward. Rather, students may expect praise, in-class and school-wide recognition and rewards such as stickers, erasers, certificates, or Omit-One-Test-Question tickets. Finally, please do not send food to school to celebrate birthdays in the classroom. WPA suggests donating a book in your child’s name or reading a special story to your child’s class.
Grading
Your child’s report card will show letter grades in their core subjects.
A- to A+ 90%-100% Excellent or outstanding. Shows mastery or complete knowledge.
B- to B+ 80-89 Above average. Shows significant progress towards mastery or complete knowledge.
C- to C+ 70-79 Average. Shows satisfactory progress.
D- to D+ 60-69 Below average. Shows some progress but improvement is needed.
F 0- 59 Significantly below average. Shows little or no progress, improvement imperative.
For assignments in all classes, I use the same percentage grading system. In the Aspire grade book, parents my see their child’s current overall grade, points earned on a particular task, missing assignments (M) or excused assignments (E). **Please note that a blank in the grade book indicates I have not yet entered the grade. Blanks are not calculated as part of the overall grade.**
Literacy
I teach Level 6 Advanced Literacy. Please see the appropriate page on my website for assignments, resources and announcements.
This class will incorporate the Utah Common Core State Standards for English Language Arts. These standards emphasize college and career readiness so we will read a variety of informational texts to strengthen comprehension, gain knowledge, identify evidence, develop cogent arguments, critique themes and messages, and identify intended audience. The standards also emphasize use of technology and digital media along with understanding other perspectives and cultures. We will also of course read novels, short stories and poems.
Writing will use the Step Up to Writing program, the Six Traits +1 of Writing and Words Our Way. Student papers will be inputted into UtahCompose.com for evaluation. Selected assignments will be kept in a binder as a record of progress and achievement.
Homework for this class will consist primarily of reading and drafting writing assignments. There may also be short vocabulary, grammar and spelling work. Students must keep a reading log showing ALL reading they do. Parents must sign the log.
This year, students will have their library rotation on Friday mornings from 8:45 to 9:30.
Math
I teach Level 6 Advanced Math. Please see the appropriate page on my website for assignments, resources and announcements.
This class will incorporate the Utah Common Core State Standards for Math. In many ways, this curriculum is different from traditional math classes. A complete explanation of the core is outside the scope of this letter but, in general, the core standards emphasize the processes of math and justification of solution methods and answers. As stated in the standards—
The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important processes and proficiencies with longstanding importance in mathematics education. The first of these are the NCTM [National Council of Teachers of Mathematics] process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).
Common Core State Standards for Mathematics, page 6
Common Core State Standards Initiative- Preparing America’s Students for College and Career
The class will follow the same sequence as the other grade six math classes however, we will not be using a textbook. I will develop the lessons and the assignments. Students will supplement class instruction with online resources such as Mobi Max Math and Khan Academy. Students will also be selecting projects and challenges for themselves throughout the year.
This class will also incorporate Singapore Math problem-solving strategies. These are based on concepts such as progressing from the concrete to the abstract, understanding and using a variety of solution methods, and problem solving with models, pictures, manipulatives and words.
Students will be required to keep a single-subject notebook. These notes will include example problems, solution methods, writing prompts and reflections on learning. If a student loses their notebook, they will be required to obtain a new one and copy all notes into it.
Selected work will be kept in their notebook or in a binder as a record of progress and achievement.
Science
I will be teaching Science to my class and Ms. Tabary’s class. Since most of the Science curriculum is hands-on, investigatory and cooperative, this class will have little homework. When homework is given, most assignments will focus on reading for information. Please see the appropriate page on my website for assignments, resources and announcements. We will also be using the Sciencesaurus textbook published by Great Source and the free, digital science textbook created by the Utah Office of Education.
Students are required to keep a single-subject notebook of class notes. These folders will contain lecture notes, records of data collection and observations, vocabulary words, drawings and reflections on learning. Students that lose their notebook will be asked to obtain another spiral notebook and copy all notes into it.
Social Studies
Ms. Tabary will be teaching Social Studies to our homeroom class. Please see her disclosure letter and website for more information.
Service Learning
I will teach Service Learning to my homeroom class on Fridays as well as incorporate it into our core classes, especially science. The goal is for students, working in an area that interests them, to collaborate in developing an experiment that can be completed at the Teton Science School in May. The experiment must have a section detailing how this research can be of benefit to people, communities, the environment, etc. Results will be published after returning from our trip.
Additionally, our homeroom class will partner with Ms. Freckleton’s first grade class for reading buddies. We will be reading to the younger students on Mondays, about once per month.
Homework
One of the major changes in education over the last ten years is the move away from traditional homework. Research consistently shows homework just does not have a very large effect on learning. Homework can also be a source of major discord at home. Add all that to the fact that many children’s lives are full of after-school activities and commitments and homework time can be difficult.
Consequently, I give very little homework. There are a couple of exceptions to this. First, students in Literacy read a minimum of thirty minutes every day. Second, when daily goals from class are not met and the student needs to catch up outside of school.
However, just because the teacher does not assign work does not mean the child cannot work at home. For example, at home, literacy students may continue drafting a paper or perhaps parents could proofread and offer suggestions. Parents can ask to see brain storms, graphic organizers and drafts. Ask your child questions about their work, their challenges, and about their vision for the completed work and about their research. Have your child read their writing out loud to you or perhaps you could help your child extend their knowledge by helping them delve deeper into topics.
In math, students may work at home on challenge problems or work online. Parents can help students see the richness of math by exploring the history and personalities in math or parents may be able to offer alternate solutions or perspectives on problems.
Visitors and Volunteers
Visitors are always welcome in our class. An appointment is not necessary but it is appreciated. Remember, all visitors must sign-in at the office upon entering the building.
Volunteers are always sought after. If you can help, please make arrangements with me or my class captain so I can prepare to best utilize your valuable time. The only “requirement” for volunteers is that they help the class, not just help their child.
Schedule
Time / Monday / Tuesday / Wednesday / Thursday / Friday7:55 / Homeroom / Homeroom / Homeroom / Homeroom / Homeroom
8:00 / Literacy / Literacy / Literacy / Literacy / Literacy
9:30 / Recess / Recess / Recess / Recess / Recess
9:45 / Literacy / Literacy / Literacy / Literacy / Literacy
10:20 / Math / Math / Math / Math / Math
11:40 / Recess/
Lunch / Recess/
Lunch / Recess/
Lunch / Recess/
Lunch / Recess/
Lunch
12:25 / Science / Science / Social Studies / Social Studies / Service Learning
1:00 / Computers
1:30 / Music / Art
2:00 / Spanish / Spanish / Spanish / Spanish / P.E.
2:30 / Dismiss / Dismiss / Dismiss / Dismiss / Dismiss