FAQ

Answers

  • Shabonee Office

    • What do I do if my child is sick, or will be absent for the day?

       

      Parents of students who will not be in attendance during any school day are asked to call the school office at 847-498-4970 before 8:15 a.m. to notify the school office of their children's absences as well as the reason for the absence. Calls placed prior to 8 a.m. will be accepted by voice mail at the school office. Absence information may be left on voice mail.

      Parents who do not call the school when their children are absent will receive a call from the school. This telephone message policy has been implemented in order to assure the safety and security of the children.

      Regular attendance is an important part of being a responsible student. Therefore, our Board of Education policy requires all students to be in full attendance For the entire school day. State attendance reporting regulations require a student must be in attendance 2.5 hours in both the a.m. and p.m. or be reported absent for the respective half day. Students arriving late, but within the 2.5-hour limit shall be considered tardy.

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    • What if I forgot to pack a lunch for my child?

       

      We realize that there are days where parents forget to send their child to school with a lunch. Should this happen in your family, please bring a lunch to school, and place the lunch on the yellow lunch cart located just inside the front door.  The lunch cart is brought into our lobby at 11:30 each day. Children without a lunch are sent to the yellow cart to pick up their lunch.  

      Lunch is from 11:35 a.m. to 12:15 p.m.

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    • Can I visit the school?

       

      All visitors who visit the school must sign in at the main office. They must leave their drivers license in the office the entire time they are in the building.  A badge and a lanyard will be issued to all visitors who visit any area of the school. The lanyard should be worn so that it is visible to all staff members.

      In order to maintain a productive learning environment, cell phone use is not permitted in the building. Anyone needing to use a cell phone is asked to do so outside.

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  • Partner Teaching

    • How frequently will the partner teachers collaborate?

       

      The daily schedule includes 30 minutes of collaborative time for partner teachers. We anticipate that teachers will meet formally at least once a week and will have daily contact to discuss important and time-sensitive information. Our new schedule has also allowed for common plan time during the day for teachers teaching the same content area. Therefore, we have significantly increased the amount of common plan time that is available for all teachers.

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    • How will the students’ social/emotional needs be met through a partnership model?

       

      We know that students’ social and emotional well-being undergirds their availability for learning. Teachers at Shabonee School have always been and continue to be committed to creating nurturing classrooms where personal relationships are as important as the academic subject matter. An effective classroom is a community of learners where respect and positive rapport contribute to student engagement. We anticipate that having two classroom teachers nurturing the success of each child will be an asset for the children. The partner teachers will have ongoing communication to address the social/emotional development and needs of all their students. Additionally, the partner teachers will continue to work with our support services team to address individual needs.

      During the past year, some Shabonee teachers have been piloting a social/emotional program called Second Step. Second Step will be launched in the fall of 2013 by all teachers in all classrooms. This program teaches students core social-emotional skills such as empathy, emotion management, effective communication, and problem solving. Partner teachers will collaborate about the Second Steps lessons. The social skills being discussed and practiced will be imbedded throughout the day/week  with both teachers.

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    • Will children have a homeroom?

       

      The students’ morning teacher is the “homeroom” teacher. As would be expected, the morning teacher will take attendance, check-in with all students, and follow-up on any individual needs. The morning teacher will articulate with the afternoon teacher any pertinent information. We are discussing plans for end-of-day dismissal to ensure a child-focused and efficient system. Children will either return to the morning teacher for final announcements/backpack pick-up or do these things with their afternoon teacher.

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    • What schools/districts are using a teaching partnership structure?

       

      It is very difficult to obtain any type of “official” data on the prevalence of teaching partnerships. Many districts and schools have informal arrangements created between teachers. Thus, two or three teachers at a particular grade level may arrange to share content area teaching for 40 to 70 students. These types of arrangements have been occurring for decades. In 2009, “platooning” captured the attention of some districts across the nation. Platooning can range from two-teacher partnerships to total departmentalization (each content area taught by a separate teacher) and has been applied in some districts starting in first grade. District 27 is not favorable to departmentalization and is not considering teaching partnerships for students in grades kindergarten through second.

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    • How are teachers matched? Will children experience very different teaching and classroom management styles between their two teachers?

       

      The principal carefully considered each teacher’s style and tried to match partners with similar approaches and styles. When class rosters are constructed, we take into consideration who will work best with a particular pair of teachers. With that said, please be aware that numerous factors need to be balanced when creating class rosters.

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    • How will the new model impact students with special needs?

       

      Each child is unique; therefore, it is difficult to provide a generic answer. However, we assure you that both classroom teachers will be fully knowledgeable of your child’s needs and be involved in the development and execution of individualized plans.

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    • Is the movement to teaching partnerships about decreasing the workload of teachers?

       

      We give a resounding “no” to that question. As we shared in our informational sheet, we see the need for the teachers to focus more intensely on a limited number of content areas in light of all the curriculum changes required by Common Core State Standards and pending Next Generation Science Standards. Additionally, the rapidly evolving area of technology is demanding increasingly complex skills and knowledge of our teachers. In a partnership teaching setting, the teachers will be collaborating more than ever with their partner teacher and colleagues teaching the same content. The workload will not be less, but it will be focused on fewer disciplines.

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