running a resource room

[liz]

Hi! I'm not really sure how these forums work so excuse me if I am butting in in the middle -no rudeness intended!

I have been working in a resource room for a number of years and I love it. This year however, presents a new challange -I was promoted to Special Ed. Coordinator and now there are a million technicalities to take care of in addition to the tutoring.

Anyone have any ideas, suggestions, advice regarding running a resource room, best way to create positive rapport with classroom teachers, how to follow up on classroom modifications.

also, anyone have any good ideas for a first day welcoming activity to do with students -elementary (out of the 20 or so, about 1/2 are returning students)

Thanks so much

[Unregistered]

I say if you are giving advice to others...tell them what has worked well for you in years past. People appreciate real examples of what has already been done. Other things to keep in mind...
-visual schedules for kids (and teachers appreciate it too!)
-stickies work well for trying to figure out schedules
-overheads work well for coordinating different classroom times, line them up on top of each other and look for blank spaces
-a simple sheet for teachers' boxes that has a spot for questions, concerns about students, and help they need in the classroom, they fill it out and put it back in your box
-give classroom teachers ONE thing at a time to implement, even if the student has 18 modifications, teachers can only handle implementing one at a time, then add as they are comfortable, otherwise you will get very little
-designate assigned times, places, and students for assistants to work with, the more they know what they are expected or needed to do, and specifically when, where and with who, they more likely things will get done
-make sure to arrange the room so it facilitates independent work, group work, quiet spaces, etc.
-set up independent boxes for students when you are unavailable or when they are in the class and cannot participate in the activity, making sure it's stuff they can do completely independently, review of a known skill
-ask teachers what they need, they like this