1. Where teaming makes a difference!
Welcome to SVMS
Where teaming makes a difference!

2. Teaming Concept Team consists of: Inclusion classes
Learning support teacher
English teacher
History Teacher
Math teacher
Science teacher
Reading teacher/health teacher
Inclusion classes
Co-taught
Resource Room Classes (math, English, reading)
more specialized instruction based on need of student
Follow general education curriculum (except reading)
Teaming Concept
Each team has their own website
(refer to for homework and team information)
Core teachers and learning support teacher meet daily

3. Typical Day Period 1 Period 2 Period 3 Period 4 5th & 6th Period 7
Varies between teams and years
Homeroom (7:30 – 7:51)
Monday, Wednesday, Thursday
Get assistance from teachers as needed
Make up work missed
Take or begin tests/quizzes
Visit the library
Tuesday
Connections Activities
Homeroom /team based activities
Friday
DEAR time
Must have an independent novel to read
(magazine for some)
Period 1
Period 2
Period 3
Period 4
5th & 6th
with lunch rotation
Period 7
Period 8

4. Role of Learning Support Teacher
Will make any necessary revisions to your child’s IEP
Will be in communication with you for holding an annual IEP meeting
“inclusion” setting
for main academics
Science, History, English, Math, reading
Learning Strategies

5. Role of Speech and Language Therapist
provide teachers with information about Students needs and/or link accommodations/modifications
address target goals via
the Middle School curriculum
therapy-based materials
collaborate
Learning Support teachers
ES/AS teacher(s) for social, emotional, and/or functional communication activities/exercises
team teachers
encore teachers

6. Transitioning Begins! Your child is now invited to their IEP meeting
required when your child turns 14 during the course of the IEP
Please share with your child what their disability is, now is the time
We will begin to discuss their goals for life after high school
Education
4 year, 2 year, technical
Employment
Military
Work force
Independent Living Skills

7. Teacher Recommended Courses How do they Choose?

8. Math/English Cohort How do we get there? NWEA PSSA
Performance in 6th Grade
What do they do?
Extra practice on concepts introduced in class
Extra practice on skills not yet mastered
Edgenuity – Skill Reinforcement
Math – 2 days
English – 1 day
Learning Strategies – 2 Days

9. Registration Form

10. Learning Strategies
Time to meet with learning support teacher from team
Review, reteach, reorganize
Can seek out general education teachers
Learn strategies to apply to core classes
Study skills
Organizational skill ideas

11. Homework Hub Two days per week Ability to use
Tuesdays/Thursdays
3:30 – 5:00 activity bus
Ability to use
computers
library access
Student study buddy from high school
Will work with your child on their homework to be done
A peer who has “been through it” already
No activity fees needed

12. SVMS Reading Inclusion Resource Room Regular
regular curriculum, co-taught classroom
Resource Room
a separate curriculum designed to address specific reading needs (targets iep goal areas for fluency and comprehension needs)
direct instruction on decoding skills and comprehension skills
ongoing fluency practice
Regular
focus is more on teaching comprehension strategies in which students use more independently (gain input from general ed. teachers only)

13. LANGUAGE! The Comprehensive Literacy Program
A complete literacy curriculum that is used in our Resource reading classes
Rooted in research
Covers ALL aspects of literacy development
Students are placed into entry point levels
Based on their needs according to their 6th grade teachers recommendations

14. “6 Steps from Sound to Text”
Step 1: Phonemic Awareness And Phonics
Step 2: Word Recognition And Spelling
Step 3: Vocabulary And Morphology
Step 4: Grammar And Usage
Step 5: Listening And Reading Comprehension
Step 6: Speaking And Writing
Provide multisensory, targeted intervention with an intensive literacy curriculum

15. Lunch Stressful those first few days!
Students pick their own table to sit at
They will have 3-5 days to decide if they want to sit there
After those days, that will be their seat for the school year

16. Registration Form

17. Time Table Feb 5 – Feb 7 Feb 12 SVMS counselors at
ECMS from 9:35-10:35
HMS from 2-3 pm
Counselors Have discussed general SVMS information  
Feb 7
Parent orientation meeting at SVMS
Feb 12
Students must hand in green course selection sheets to their homeroom teachers.

18. How to Help Your Child Succeed
Have your child show you their completed planner daily
Have them show you the completed homework
Check the team’s website in case they forgot to write an assignment in their planner
upcoming quizzes/tests/projects
subscribe teams’ webpages (calendar)
Check the Portal
to hold your child accountable.
Help your child keep their school materials organized at home.
homework gets placed back into their binder or folder
Communicate with your child’s teachers
Encourage your child to get involved

19. Opportunities for Extra Support
During Homeroom
Mondays, Wednesdays, and Thursdays
Homework Hub Program
meets Tuesdays and Thursdays
Paired up with high school students who will assist them with homework, reviewing for tests & quizzes
Computer/library access

20. Additional Information
Please read the student handbook in the student planner, as well as online, to learn more important information about the Middle School.
Contact your teams counselor if needed
Helpful information that you can find about your child and their disability