the assignment notebook

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ANS2Y: The Assignment Notebook (Year-long)

Product Description

Daily, undated, year-long, with subjects.

The Original Series Planner; The Assignment Notebook – Ideal for grades 3-6, o ur original ANS line of planners has been popular for years .   Designed to help students develop and refine organizational skills, these planners provide a full page for each day.

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Description:   5.25" x 8.25"; Six Subjects: Reading, English/Language Arts, Spelling, Math, Science, and Social Studies ; Year-long with 192 Days; 208 Pages

Complement Your Planner  with a  HomeworkMaster Wall Chart HM5040 .

Planner Basics: • Two-color Format • Double Wire Binding • Rounded Corners • Laminated Front Cover • Black Rigid Poly Back Cover 

Key Features: • Classic and Clean Format • Area for Parent/Teacher Communication • Monthly Calendars • Resource Pages

Help your students plan for their own success by empowering them with this compact, yearlong planner. Featuring six subjects including Reading, English/Language Arts, Spelling, Math, Science, and Social Studies, this assignment notebook has everything your students need to succeed.

This assignment notebook is an effective way for students to track their academic progress. Encourage kids to write their favorite quotes on the pages of their planners and check off their assignments as they complete their work. Honing organizational skills at a young age is the key to living a clear and calm life.

This planner — complete with 192 days, 208 pages, monthly calendars, study skills pages and places for parent and teacher communication — is the ultimate academic success tool. Your students will feel organized and relaxed when it comes to keeping up with their school work. Focused minds lead to deeper learning and more fruitful in class participation, as well. Order this planner to help your kids get organized today!

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Special Education Action

Children are our priority. Ensuring their needs are met is our goal.

Accommodation Breakdown: The Assignment Notebook (a.k.a. the Most-Changed and Least-Implemented Accommodation)

Who needs this accommodation, the birth of an accommodation:.

Student requires support to ensure assignments/long-term dates are recorded in planner.

Student requires clear expectations to ensure understanding of directions and teacher expectations

The Problem with All

Not All Assignments Are Created Equally

How Long is Long-Term and is it Today or in the Future?

Understanding? What Understanding?

Assignment Notebook, Part Deux:

You are now entering the Twilight Zone.

Teachers will initial Student’s planner to ensure accuracy of the recording of unfinished classwork and homework assignments.

Chunking of Assignments

We are Interrupting this Class to Provide an Accommodation

Third Time’s a Charm

Teacher will engage and initial assignment notebook to ensure accuracy for all assessments/assignments including chunking of long-term assignments.

Just When You Thought You Had It All

But Wait, There’s More to All

LEA explained School’s long-standing practice of issuing a “green [paper] schedule during that first period class [to each student on the first day of school]. It is a building-wide expectation that students carry the green schedule to class every day for the first two weeks of school. Teachers verify students’ enrollment via the green schedule.” Student had “experienced this practice during [Student’s] freshman year. It is a building-wide practice . . . We agree that “assignments” as set forth in Student’s planner accommodation, does not encompass administrative practices regarding course scheduling and other operational matters.

Just When You Thought You Couldn’t Be More Shocked or Amazed, There’re Even More Accommodation Twists & Turns

As a preliminary matter, we note that the language of the assignment notebook (“planner”) accommodation does not dictate daily initialing by Student’s teachers. Rather, the accommodation directs initialing of the notebook entries “to ensure accuracy for all assessments/assignments including chunking of long-term assignments [emphasis added].” Accordingly, the language of the accommodation in this case does not specify responsibility for making entries . Nowhere does the accommodation direct the teacher to create entries; one might then reasonably then assume the 15 year-old Student bears responsibility for writing down assignments and test schedules and that the teacher then initials the entry “to ensure accuracy. . . .” We note that Student’s planner/assignment notebook accommodation included broad language directing teacher to “ engage [emphasis added] and initial assignment notebook. . . .” Nowhere is “engage” described or clarified in the governing IEPs. Accordingly, we note that the term “engage” might prompt a variety of interpretations, based on the context of circumstances (e.g., to “engage” might include a remark, a verbal exchange, or acknowledgement of a silent gesture). In any case, there is no indication in the language of the accommodation itself that teachers were required to enter into conversation, ask questions, or provide particular comment upon initialing Student’s assignment notebook . Parent has included an audio recording of ”and a partial transcript of team discussion at” the August 15, 2018, IEP team meeting (over two hours, 40 minutes). Discussion focused on the need for clarity in setting forth this accommodation. Parent indicated the “notebook has been an issue for two years.” The recording documented discussion that teachers would “engage WITH [Student] [emphasis in audio]. It’s not that they’re waiting for [Student] to come to them. They’re going to engage WITH [Student]. The recording indicates that another LEA representative indicated “normally we would say it is the student’s responsibility to bring out the [inaudible].” Despite this discussion, nowhere did discussion specifically define “engage” or dictate that teachers would initiate contact regarding initialing Student’s planner. Given the vagueness of this aspect of the accommodation, we dismiss Parent’s allegation that “the majority of [Student’s] teachers don’t engage when they sign [Student’s] planner. . . . They sign, but don’t talk with [Student] to ensure understanding.” While we note rephrasing/repetition or non-verbal checking by staff), the assignment notebook accommodation does not define “engage” as “checking for understanding.” This office notes inherent challenges in the implementation of planner/assignment notebook accommodations. A student might leave class at the dismissal bell and fail to coordinate with the teacher to obtain initials; parents may object to teachers locating the student later in the day to comply with requirements to sign or initial the planner, as the student may be embarrassed in front of others or interrupted in another class activity.” Finally, as we have noted in the July 16, 2018, Letter of Findings regarding a previous iteration of Student’s planner accommodation, broad or vague language (e.g., “long-term”} may also lead to misinterpretation and difficulties in implementation. . . . We decline to find a violation in those specific instances in which Student may have failed to approach the teacher(s) to obtain the requisite initialing.

Let’s Not Forget About Chunking

Nowhere does the plain language of Student’s assignment notebook accommodation dictate checking Student’s entries for chunking of assessments. Significantly, the accommodation clearly indicates teachers initialing Student’s notebook for all “ assessments/assignments ” indicating a clear distinction between chunking with regard to test preparation .”

Last but Not Least

The Final Break Down

Student requires planner/assignment notebook. Every day, teachers will initiate contact with student before the end of student’s class with them. Teachers to ensure ALL assignments are correctly recorded in planner. Assignments are defined as classwork, homework, group projects, take-home tests, school-wide assignments (such as an assignment to bring a schedule each day, or a signed form required by the school), and any other type of assignment unmentioned here. Teacher to ensure ALL assessments are correctly recorded in planner. Assessments are defined as both graded and ungraded quizzes, tests, evaluations, exams, state assessments, take-home tests, retests, chunked tests, end-of-quarter test, end-of semester tests, end-of-year tests, state assessments, and any other type of assessment unmentioned here. Teachers to ensure all long-term assignment and assessment dates are recorded in planner. Long-term is defined as over 5 school days. Teachers to ensure long-term dates are recorded multiple times leading up to due date, and on due date. Teachers to ensure chunking of all long-term assignments and assessments. Chunking is defined as breaking the assignment or assessment into quarters. Teachers to ensure all four chunked dates appear in the planner, on their due date, and in days leading up to their due date. Teachers to discuss all assignments and assessments with student to ensure both are recorded accurately and to ensure student has a full understanding of any associated directions and expectations related to the assignments and assessments. Student to write entries in planner. Teachers to ensure entries are inputted correctly in planner, to include days when there is nothing to assign or assess, so, when student sees a blank space, he knows it is because there is nothing due, vs because the accommodation wasn’t implemented. After following all steps of this accommodation, teachers will initial planner.

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