Appendix B. Paperwork templates

Sub plan

Substitute Plans for:  

Date(s):  

Introduction

Thank you for covering my class today. I have included everything you should need below. Please complete the “substitute feedback form” at the end of the day to provide feedback about the students’ performance and to assist me as I work to improve my sub folder!

Daily schedule

Time Period/Block	Description of Activity (Title of Course, Duties, Lunch, Planning Period, etc.)	Location (Room Number or area of the building)

Attached Items

1. Lesson Plan and Handouts (Subs will have an easier time if you insist that all work be collected at the end of class. Students then know they cannot play during class and complete the work later at home.)
2. Seating Charts
3. Class lists:
   1. Please take attendance in each class.
   2. If attendance must be submitted to the office, you will find notes about that process written here:

Other Notes

(May include information about emergency procedures, special events, recommended “student helpers” in each class, etc. I always write a note asking subs to tell my students “Your teacher told me how great you are and that she hopes you live up to that reputation today!”)

Lesson Plan

Objectives

Materials and their location

Things to do before class begins

Lesson

Seating Chart

Include a copy or simply let the sub know where a copy is filed in the room.

Class Lists

Xerox a copy of your roll book after the names are in it, but before any other notations are made. Some teachers put a star next to one or two students the sub can ask for help in case something needs to be delivered to the office, etc.

Substitute Feedback Form

Please complete this form and return it to the teacher along with other paperwork. Thank you!

Comments about individual classes

Amount of work completed, behavior, etc.

Comments about the sub plans

Were the lesson plans clear? Is there anything else that should be included in the folder?

ISS Plan

ISS Plans for:  

Teacher’s e-mail address or room number:  

Introduction

In situations where my students are sent to ISS without enough notice for me to prepare lesson packets for them, they should complete the assignments outlined below. They should turn completed work in to me and pick up any additional work they missed.

Please record the name of the student, the date and the handout you assigned them to complete and deliver that information via e-mail or through my box in the office.

Emergency plans

Incident Number	Objectives	Assignment
First incident		Complete Handout 1 (in attached folder)
Second incident		Complete Handout 2 (in attached folder)
Third incident		Complete Handout 3 (in attached folder)
Fourth incident		Complete Handout 4 (in attached folder)

Note to the teacher

Note for teachers submitting the ISS plans (delete this section before submitting the plans):

Since these lessons are for emergency purposes only, I make sure they are very simple to create, maintain and grade. For example, when I am teaching history classes, my emergency ISS plans are the same for all my courses (World History, American History, etc.) I simply xerox dozens of individuals’ biographies and each time a student is sent to ISS they work on summarizing the next biography until I can arrange a packet from the day’s actual lesson.

Please note that it is important to have these plans even if you never send students to ISS. In many schools, other teachers can send them for the day and the students will miss your class. You may not find out about their ISS location until later. This work is to ensure that they learn something during that time instead of wasting the day.

IEP Notebook

Chart One: Summary of Student Needs

Teacher’s Name:
Class/Period	Student Name	Modifications Needed
Keep this information confidential!

Chart Two: Tracking the Modifications provided by the teacher

Teacher’s Name:   Student Name:   Class Period:
Date	Modification Provided	Student Signature
Keep this information confidential! Use a separate page for each student.

Note to the teacher

Many schools are now requiring that student provide signatures as they receive modifications in order to prevent challenges to grades at the end of the year. (Challengers may claim you did not provide separate settings for tests, copies of overheads or other things listed on a student’s IEP.). If your school requires this, please be sensitive as you provide the modifications and gather the initials. Many students want to avoid the label that comes with completing IEP activities. Some teachers address this by creating a classroom culture that celebrates all ways of learning and these teachers are very adept at preventing insecurities. Other teachers are simply more discrete as they work with students who have IEP’s. Determine which approach your philosophy dictates and develop a system that works for you and your students!