lbatavia@washoeschools.net (775) 746-5870
Experience:
I have enjoyed 21 years as an educator. As I teach middle school, I will officially have taught every age level ranging from pre-k to post-secondary. Each time I have changed jobs has been due to a program moving, an administrator asking if I would be willing to transition, and various other reasons - but never because I did not like a position. In addition to teaching all age levels, I have also taught almost every type of program, including general education, and I served a couple of years as a program consultant and inclusion specialist. Much of my experience has centered around creating learning experiences that work for all types of learners, regardless of academic skill or emotionality. I am fueled by opportunities to collaborate, to design or differentiate curriculum design, and to think outside of the box. I enjoy people in general, which makes this job especially fun and engaging.
Schedule:
7th/8th English Language Arts (which I refer to as “Literacy”)
In this class, we will work to enjoy books, to read for understanding in order to be a consumer of the written word and to develop skills to tell our ideas through the art of the written word.
Basic Math
In this class, we approach math differently than ever before. We are evaluators of types of math problems and develop skills to increase our comfort in as many skills as possible. Assessments are presented in survey form and students guide their learning.
Co-taught classes
I have the honor and privilege of joining expert teachers in a collaborative approach to teaching. I will spend one class with Ms. Petroff (6th-grade math), and one class with Mr. Ludwig (8th-grade ELA). There are multiple benefits to co-taught classrooms, including but not limited to decreased student-to-teacher ratio, specialized instruction from two teachers who carry different skill sets, tight classroom management, and most importantly, highly rigorous instruction due to the possibilities of grouping and structure of lessons.
SSTS
In this class, we will develop and refine skills to be successful such as organization, self-advocacy, social skills, management of tasks, and more.
I believe all students show up with their best. It is my job to create an environment where students feel as comfortable possible to take risks and work hard. Finding what motivates students varies from day to day, student to student, subject to subject and task to task.
Every student does not learn the same way the same day. It is my job as an education professional to determine to the best of my abilities what your students would most benefit from learning, and how I can assist in their learning journey. My method: I take best practices and adapt them to the age and developmental stage of the students in my room.
I work to help students to feel a sense of agency in their learning.
Special education is not an attempt to “cure” or “overcome” a student’s disability. It is a way to support students in their learning regardless of placement, cognition, or skill set.
Classroom Expectations
Be the best scholar you can be every day.
Be respectful to yourself, your peers, and your teachers.
Grading:
Grades are updated weekly in Infinite Campus. Students receive A-F grades using a classic scale (90-100 = A, 80-89 = B, etc.) in academic content areas, and S/U (satisfactory/unsatisfactory) in citizenship. You will be notified by me personally if your student shows signs of struggle in either area so we can brainstorm ways to help them be successful before grading periods come to an end.
Content:
Basic skills are covered using the state adopted standards matrix. Content is guided by student assessments to determine skill needs and to check for mastery upon acquisition.
Homework:
Homework is assigned minimally and typically consists of unfinished classwork. If your student brings homework to complete, it is either by choice or as a result of not using class time wisely.
Behavior:
Most behaviors will be managed in the classroom. Behaviors that may result in a phone call home include complete refusal to follow directions, habitual behaviors that interfere with their productivity, or non-compliance with the expectation to be respectful. I believe behaviors serve as a form of communication and it is my mission to get to the root of undesired behaviors before disciplinary action is taken. Positive behavioral supports are ample in this classroom and traditionally work in almost all cases.
