with an injury or a chronic or re-occurring health condition may have
frequent, repeated, intermittent, and extended periods of disrupted
attendance and impaired functioning.
They are at high risk of being
left out and left behind.
This checklist identifies the teacher
characteristics and practices that are most supportive and protective
for students at risk for missing school, who have a history of missing
school and who are re-entering school after an injury or illness.
Schools and parents can use this list to design an IEP or S. 504 plan.
___ Is experienced. (Has taught the course before)
___ Is extremely well organized.
___ Follows a course syllabus.
___ Has explicit written goals and objectives for course.
___ Can be relied on to follow a predictable calendar of activities and assignments.
___ Uses a basic standard text.
___ Posts the course syllabus, class calendar, study guides and assignments on a class website.
Has student names, phone numbers and email addresses available to all
students and encourages students to use each other as resources (study
buddies, cooperative learning groups, study teams, etc.).
___ Uses a cooperative vs. a competitive goal structure.
___ Makes all texts, supplemental materials and resources available at start of course.
___ Encourages take-home exams.
___ Uses email to communicate.
___ Is computer literate.
___ Is knowledgeable about learning resources on the web.
___ Is willing to talk on phone with students.
___ Accepts assignments, papers and projects online.