Welcome to first grade!
My goals for each child are emotional, academic, and social. I’ll do my best to ensure that your child
loves coming to school and loves learning; receives a sound, well-rounded academic foundation; and
develops values such as independence, kindness, tolerance, and fairness.
Besides myself, your child will receive instruction from APS music teacher Mrs. Regina (pronounced
heh-gee’na)Stella-Watkins, P.E. teacher Coach Jarvis, and librarian Mrs. Jolanta Feliciano assisted by
Ms. Anne Sensenig. Ms. Sue Estell, our technology coordinator, provides assistance in the computer
lab. Student teacher Ms. Jenna Carrillo will join us one day a week during the first half of the year.
Parent volunteers including Art in the Schools presenters are also much-appreciated members of the
classroom teaching community.
Your knowledge of your child’s unique needs and assets is a great resource for me. I look forward to
visiting with you often so that together we can provide every child with an excellent education.
Kathleen (Kak) Burk
Kindergarten Teacher
Daily Schedule
8:58 Warning bell—time to line up outside
9:00 Final bell; teachers walk children inside
9:10 Literacy block
10:40 Recess
10:50 Literacy (cont.)
11:40 Bathroom
11:50 Lunch and recess
12:20 Core curriculum (will include math, science, social studies, art, etc.)
1:20 Pull-outs (Mon. = computer, Tu. = music, Wed. = counselor every other week, Th. = P.E., F. =
library)
2:05 Recess
2:25 Math
3:10 Dismissal
Contacting the school in an emergency. In the event of a lockdown or “shelter in place” at
school, please telephone 311 for information about what is happening and where to meet your child.
Effective May 2007, the city police department and the 311 folks began working with the school
district to provide information through this number, since there may be no one answering phones at
the school in the event of an emergency.
Keeping in touch. Please don’t hesitate to contact me; I value family communication!
First graders will bring a daily agenda back and forth each day. You are welcome to write info for me
in the agenda, and I will send notes to you in the agenda as well. I ask that parents sign the agenda
each evening.
I’ll use periodic newsletters to keep you abreast of news including field trips, and will send home a
monthly snack calendar. I’ll also phone or email you, send a note, or find a moment to “bend your
ear” at pick-up time as needed. During twice-yearly school conference times I will meet with
families to discuss each child’s progress. I am happy to schedule conferences at other times as
needed. Bandelier has moved to a trimester reporting system, so all children will receive progress
reports three times during the school year.
It’s helpful for me to know about changes in your child’s life (e.g. a parent away on a trip, a change
in custody arrangements, etc.) that may affect learning and behavior. If your phone number or
address changes please let both me and the school office know immediately so that we can always
reach you quickly in case of an emergency. The school also needs to be notified immediately if there
is a change in the list of people who can pick up your child during the school day. Be aware that
because of regulations concerning health information and privacy, the school nurse cannot pass on
health information to teachers without your permission. If there is health information that you feel I
need to know, please notify me as well as the school nurse.
You are welcome to call me at school (255-8744 x 39) and ask the secretary to put a note in my
mailbox. I’m unable, except in emergencies, to take calls during teaching hours, but if you leave
your name and number with a brief message I will receive it that afternoon or the next day, and will
return your call. If it is urgent that I get your message immediately, the school secretary can contact
me using the intercom. I usually take and make calls after 4:00 p.m. If you call after 4:00 p.m.,
please don’t hesitate to have me paged.
Although I arrive early at school, my mornings are often tightly scheduled, particularly the time right
before the bell rings. If you drop your child off early at Children’s Choice feel free to drop by for a
quick check-in. However, for a longer visit, it’s helpful if we can touch bases after 4:00 p.m.
Email (burk@aps.edu) is a very efficient way for us to communicate. I check my messages every
morning.
You are also welcome to call me at home in the evenings before 8:00 p.m. I prefer not to include my
home phone number on the website, but will include it in your hard copy of the handbook. If I’m
available I’ll pick up when I hear a parent voice. Be aware that I sometimes forget to check the
machine, so don’t hesitate to call again if you don’t hear from me.
Drop off and pick up. I will meet the children at 9:00 a.m. each morning. Our line-up area is
on the west side of the main building. You may either wait at the line area with your child, or drop
children off on the playground after 8:45 a.m. Make sure a teacher is on duty on the playground
before dropping children off. If any person besides yourself will pick up your child before the regular
dismissal time you may fill out a form in the office giving permission.
I will walk children out to our line-up area for a couple of weeks so that you will have time to
establish a meeting plan with your child. After two weeks I will release children from the classroom.
The school asks that parents not meet children inside the buildings or in the courtyard.
Absences and tardies. I hope to see your child at school every day, unless your child is ill (or
missing school for other reasons as listed in the APS Student Behavior Handbook). However, it helps
us all avoid absences if you keep children at home when you believe they may be contagious. For
example, please keep at home children who are running a fever, even if it is controlled by Tylenol.
Also, children who have been vomiting, who have uncontrollably runny noses or bad coughs, or who
are feeling too ill to do school work should be kept home. There is no classroom supervision during
recess times, so children need to stay home if they are too ill to go outside. Be sure to call the office
if your child is not coming to school, even if you have notified the teacher.
Snow days. If there is snow in the air or the roads are icy, you may listen to the radio or TV to
find out if school will be delayed or cancelled. Please don’t call the school. If school is cancelled, the
missed day will be made up later in the year. If school is delayed, the radio will announce the length
of the delay (usually two hours).
Snacks and lunch. We will have a mid-morning snack. For the beginning of the year I’ll prepare
a snack calendar; later we may ask families to send daily snacks in lunch boxes. We have no sink in
the room so it will be a huge help if snacks are easy to pass out and not messy. Dried fruit, bagel
quarters, whole grain crackers will work well, but I prefer to avoid messier snacks (e.g. fruit cups,
yogurt sticks, etc.)
Birthdays. Although we don’t celebrate birthdays with full-fledged parties, you are welcome to
bring a sweet snack such as cupcakes on your child’s birthday. Please don’t send favors, drinks,
etc., however. To avoid hurt feelings, we ask that you not distribute birthday party invitations at
school unless every member of the class is invited.
Clothing. Mark jackets, mittens, etc., with your child’s name, and (no promises, but . . .) we’ll
do our best to round ‘em up and get ‘em home to you!
Children are generally required to go outside during recess, so be sure to insist that they bring
sweaters or jackets if you think there is a chance they will need them. When the weather turns cold,
girls may wish to skip dresses or to wear leggings with them. No need to be fancy—I’m delighted if
children come to school in play clothes. First grade is a messy time of life, and it’s very liberating to
have kids dressed for play and painting. On P.E. days, all children should wear pants and athletic
shoes.
We have wonderful parent volunteers who drive children in need of clothing to the PTA Clothing
Bank. The Clothing Bank sets up kids with nice outfits in good condition (including winter coats
when the weather begins to turn). Don’t hesitate to let me or our counselor know if your family
could use this service.
Fingerprinting. The district requires parents to be fingerprinted by either APS or CYFD before
they can be alone with children other than their own (e.g. working in the hall with children, walking
alone with them or driving them on field trips without a school staff member present). Our current
understanding is that once you get fingerprinted, and if you continue to be active at school, you will
not have to have it done again. We’d love to have as many of our parents as possible get the check
done as it is extremely helpful to have fingerprinted parents in the classroom and on field trips.
Parents may be required to pay for the fingerprinting; this has varied from year to year. For
information on arranging APS fingerprinting, see our school secretary.
Field trips. We will take several field trips this year. The system for managing field trip
permission forms and money is different than it was in kindergarten: I’ll send permission forms and
money requests for each field trip.
Observing and volunteering. Our school has an open-door policy. You are welcome to observe
your child’s classroom at any time, unless your presence is disruptive (this happens rarely, but once
in a while children fall apart when their parents are around). I love to have parents volunteer!
Volunteers are especially helpful when scheduled ahead of time, and when they dependably show up.
At times, if a parent has volunteered to come in, I will plan activities that require the extra adult. If
you don’t show we are left in a scramble, so please make arrangements for another parent to sub for
you unless you’ve contacted me the day before. When you come in to help, you will not be working
exclusively with your own child. Parent volunteers may be asked to prepare materials or to work with
a particular child or group.
If you observe or help out in the classroom, it is very important that you keep confidential any
observations you may make about a child. If something concerns you, please discuss it with me or
with our principal if need be, but not with another parent. Be aware, though, that we cannot share
the specifics of a child’s situation with you. There are times when teachers treat different children
differently. This may be at the direction of the child’s doctor, counselor, etc., and the child’s
condition may not be obvious to a visitor.
When you help in the classroom, please ask questions of children and encourage them to think
for themselves and do their best work. It is a disservice to children if an adult gives them answers or
does their work. Feel comfortable redirecting children in a positive, firm way. Don’t hesitate to let
me know if you have a question, need support, or if a child is not responding to your direction. If
you are working in the class during recess time, I—and the children—love to have you go out to
recess with them. Please ask the teacher on duty to let you know the play boundaries and rules.
Would you like a regularly-scheduled role in some area of school other than the classroom? We
greatly appreciate parent volunteers who schedule time to work in the library or the office, or who
can provide extra supervision o n the playground. We need parents on various committees and on
the school Instructional Council. If you are interested in presenting art lessons to children, you may
wish to become an Art in the Schools volunteer. AIS provides outstanding training to volunteer
parent presenters.
Please go to the office and sign in before observing or volunteering in any area of the school—this
includes visiting your child on the playground during recess!
Program
Academic program. Bandelier’s goal, as a liberal arts magnet school, is to provide children with
an excellent education in language arts, mathematics, science, social studies, music, and art. Our
district has developed teaching standards that guide me in planning lessons in these content areas.
• I follow the Balanced Literacy model of teaching language arts and will use the Harcourt Trophies
series for reading instruction, supplemented by the Wilson Fundations literacy and phonics program.
• I use hands-on activities to build mathematical skills and to develop problem-solving ability. I use
the Everyday Math program.
• I teach science units using some activities from district-provided kits, which I supplement with
additional materials and activities. I also frequently introduce science-related art activities. The
hands-on aspect of art is developmentally appropriate for, and very effective with, young children.
• In social studies, I focus on the state standards and on helping children develop tolerance and
kindness toward others, and a sense of responsibility.
I promote critical thinking and vocabulary development in every aspect of my teaching program. I’ll
send more detailed information to you in newsletters, so that you can reinforce at home what we’re
studying at school.
Behavior management. I see the elementary school years as preparation for adulthood. My goals are
to help students develop the commitment, independence, and skills to be good classroom citizens,
so that they will be prepared for citizenship in school, in our country, and in the world.
I eliminate many behavior issues by challenging children, keeping them busy, and letting them know
how much I enjoy them. Then, since I believe that children are best motivated to be positive and
independent when they are given age-appropriate responsibility, I spend time at the beginning of the
year developing goals and expectations with the children. I also spend considerable time teaching
children procedures to follow for different activities. Emphasizing procedures rather than rules
means that we practice (a lot!) rather than punish. This initial time investment in conversation and
practice helps keep our classroom running happily and smoothly throughout the year.
When children fail to fulfill their commitments, I usually give a reminder, then use a refocus spot or
other consequence as needed. I call home if a child has a particularly difficult day, if I see a
developing pattern of behavior that concerns me, or to gather information from you that will help me
with your child. I work with families as needed to develop behavior contracts.
One of the behaviors that we often discuss with young children is tattling, and your guidance at
home can be a great help to us at school. Understandably, children often have a difficult time
deciding whether and when to “tell on” each other. There are times when adult intervention is
important, and other times when children can and should work out problems independently. In
cases of everyday annoyance, children benefit from learning to assertively but nicely tell the annoyer
to “please stop that” as well as by learning to calmly walk away from trouble. However, there are
times when adult intervention is necessary. I encourage children to ask themselves whether or not a
person or object is truly being hurt. If a child observes or is subject to physical harm (as opposed to
annoyance), or to bullying, or if property is being damaged, an adult needs to be made aware. Also,
I certainly want to be told if a child is touched in a private area, which I define for children as an area
their swimsuits would cover. If your child tells you about a bad day, it helps the child gain
perspective if you can talk through the problems and review good ways for handling those situations.
Please notify me of anything you hear that concerns you; I prefer to address concerns immediately,
before they blossom into big problems. Your calls, visits, and emails are so helpful!
What can I do to help my child succeed in school? Lots of good news here! First, due to the
vast amount of brain research that has been done regarding teaching children to read in the last ten
to fifteen years, teachers and parents now have a wealth of sound information on which to rely.
Second, the vitally important things that parents need to do to ensure children’s academic success
are both straightforward and inexpensive.
Here are two of those simple and inexpensive ways to make a BIG difference in your child’s
academic progress: 1) turn off the TV, computer, and video games, and 2) read aloud to, or talk
with, your child instead. The story is this: One of the most important tools we can give children to
help them succeed in school is a rich vocabulary. With only a few exceptions, TV shows and
computer games are not particularly useful for building vocabulary. Quality children’s literature
(both fiction and non-fiction), however, is an excellent source of vocabulary.
Why is an extensive vocabulary so important? There is a huge difference in the number of
words different children have mastered by the time they enter school. A child who has had varied
life experiences and has been read to a great deal may understand thousands more words than a
child with more restricted early childhood exposure to language. However, both children may be
successful in the early years of school. This is because much of the work in early grades involves
learning to read, and is done with texts containing simple words. Children who are good at
decoding (i.e., at sounding out words and recognizing sight words) may be able to sound out and
understand these simple texts, even if their own vocabularies are quite limited. However, by fourth
grade or so, children are expected to “read to learn,” that is, they are expected to independently read
social studies textbooks, science texts, etc., containing more sophisticated academic language. At
this point, children who can decode well but have limited vocabularies are at a distinct disadvantage.
If they are unfamiliar with the meanings of many of the words in their textbooks, their good
decoding skills are no longer enough to support comprehension of a text. They find themselves
struggling with many assignments because of their inability to comprehend the more sophisticated
vocabulary.
You can see that one of our most important tasks as teachers and parents of children in the
early grades is therefore to build oral language competency. I will not assign a great deal of
homework, but I would like every family to read aloud to children every evening, and talk about what
they’ve read. (Research suggests that read-aloud is important for children through sixth grade.)
Twice during the school year I will do a reading program with children and will ask families to keep
track of the books they’ve read with their children. However, for children to do their best in school,
they need to be read to and conversed with year-round.
This classroom handbook supplements the Bandelier Student Handbook and
the APS Behavior Handbook; it does not replace them.
