The Grade Debate

The topic of grades is such a daunting subject for teachers. I'm one of the fortunate ones, because I have an Instructional Assistant in my room and she helps me tremendously with grading papers. However, there was a time when it was just me and many papers were filed in the folder titled "File 13" also known as the garbage can. I know, I know it's a sad thing to do, but looking at a stack of papers for over a month is quite depressing.

After reading the article "Tactics for Tackling the Grading Dilemma" I was happy to know I'm not the only one! Now for my grade level (3rd grade) some of the tactics are just not appropriate for my grade level....well it depends on the students. I love peer assessments! When children are trained properly this can be a sure way to keep on track of grades. Now self-assessments, I'm a little shaky on. I think this is great for secondary students, but I just think my 8 year olds are not ready for this method just yet.

Now I'll admit the best tactics in the article were student journals and one-n-four rule. Keeping all assignments (homework, classwork and journal entries)  in a journal is genius! Everything in one neat note, needless to say but I'll be doing his next school year. This method is organized and easy to keep track of student work. Now the one-n-four, is something I've been doing for years, but I just call it, "File 13".  LOL!

Now in order for me to stay on top of grades. I have to spend at least 20/30 minutes a day to grade papers. Repeat...20/30 minutes a day. Also, papers can't go home, keep them in school, grade them in school...that's the rule!

Response To Intervention (RTI)

I'll be honest, I didn't know much about RTI, because my school wasn't incorporating this approach/ response when dealing with children who were missing the mark in the general education class. Generally, when children were having difficulty, teachers altered instruction, modified homework, did small grouping, did one-on-one instruction, referred the student to after-school tutoring and a host of other interventions.  Well, when you think about it we were doing RTI, we just didn’t know it.

What’s RTI?

RTI is the approach that eliminates a “wait to fail” situation with students who are having issues within the general education setting. This approach allows the teacher to see the need and address it as soon as possible with a host of specialists, special education staff and others to help the child progress. While  this is happening the child continues to learn in the classroom. Think of it this way….RTI is…W.I.E.M – Watching, Intervening, Evaluating and Monitoring and this cycle repeats over and over until there are results.

One thing I forgot to mention is that RTI consists of providing scientific, research based instruction and interventions that are monitored to see if the student is responding to the additional instruction/intervention. For the RTI model look at the following figure:

 

So How Does It Look?

Let’s say in my classroom I have a child who is struggling with her reading. She has problems sounding out words and continues to struggles with letter/vowel sounds. I, the teacher steps in, pulling the student in small groups or even one-on-one instruction. I may need to reteach objectives or use other techniques or approaches that correlate to the student’s learning style. I review data from formative assessments and summative assessments if they are available. I see the problem and address the issue immediately. I bring this information to the attention of my RTI coordinators and informs them of the child’s issues. The coordinators gives me suggestions on things to do within the classroom to help the students. As I continue with the interventions and the suggestions from the RTI team and my own strategies; we’re all watching and monitoring the child’s progress. If the problem persists, additional intervention is provided to the student, maybe by another staff person. If the problem continues to persist more intervention is provided, monitored and evaluated. We are all watching to see if these interventions are producing any results or in medical terms, “is the child responding to the medications, or do we need to try a more potent drug” (this may be a helpful illustration…lol).

As this is going on the student continues to be taught in the general education setting. The student is not removed from the setting, but just given more support. While the student is receiving the extra support, the expectations remain the same and the overall standard of high expectations remains intact. The student must never feel singled out or less than, what’s expected from the other children is the same across the board. Children must understand that the extra assistance is in place to help them grow and progress. RTI is a benefit to help children reach their fullest potential and not for them to be incorrectly identified as having a disability.

 

Building a Positive Classroom Climate

pinterest

August 25, 2014, this day represents the first day of school at Meridian Public Charter School. On this day, my instructional assistant and I will greet and meet the young minds we will help mold for the next ten months. We look at these children as scholars who are capable of becoming and doing the unimaginable and soaring beyond their expectations. But in order for my children to soar, I….no I’m sorry WE have to create an environment that is conducive to learning and most importantly a place where our children feel SAFE. I love the sign above that was created by a teacher and pinned on Pinterest (my favorite internet spot!!!). When children walk into your room this August/September you want them to internalize each YOU statement above and internalize.

For the first two weeks of school, I dedicate that time to get to know my students and for my students to get to know each other. The focus is not on academics but building a rapport with one another. We have plenty of time to focus on the academic side, but first we need to build the foundation.

Day one, I typically start the day off by telling the children about my background and my likes and dislikes. I have very noticeable scar on my face and children are quite curious to what happened to me and how I got my scar. Some have been curious and wanted to feel my scar or tell me I’m still “pretty with my scar (they’re so cute). I open up about my childhood accident to show them who I am and how it OK to be vulnerable and share things that may be hard or sad. I’ve notice over the years that once I open myself up, they feel more at ease to open up. One year I had a child in my class with a similar scar on his legs and his mother thanked me for opening up because all Gustavo could talk about was how “he and Ms. Lewis were alike” and he wasn’t so different. After I share all children are encouraged to share things about themselves.

Our next big challenge is coming up class rules. All children play a major role in coming up with the rules. We discuss at length different scenarios and what is acceptable and what is unacceptable. We even discuss consequences. Before the rules go up, they must be agreed upon and everyone signs off on the rules. After everyone signs the agreed upon rules, a copy is given to each to take home and another copy is posted in the classroom. Our foundation has now been laid!

For the next few we do various “getting to know you” activities. These activities include “All About Me” collages, family trees, team building projects and the “Third Day of 3^rd Grade” celebration when children are encouraged to bring in something they love to share with the class and then we celebrate! During this time the mood is relaxed and children start to build relationships, with not only the other students but with the teachers as well. And this is just the start of building a positive classroom environment…

 

 

"Instructional Objectives Determine Selection of Tools”

When creating a lesson plan, a teacher always has a goal in mind. What do I need my students to know? If they don’t know how will I teach my students? How will I know or how will they show they understood what was taught?  How will I incorporate technology in obtaining m student’s goals?

This is where leaning objectives come into play. Objectives are guides used to outline what skills need to mastered by students and these skills are measurable through assessments, exit slips, assignments and etc. The purposes of objectives are as following [1]:

1.      They provide the teacher with the goal of the teaching-learning process. In other words, you know your destination when you begin instruction. They answer the questions, “What are the students supposed to know or be able to do once the unit or lesson is completed?”

2.      They provide a clear framework for assessment. Assessments function as a measure to what extent students have reached or achieved the objectives.

3.      They provide the students direction and a goal for learning. Students have a better opportunity to stay the course when they know the goal of the learning.

When creating an objective, remember the following: S.M.A.R.T

1.      Be clear and Specific on what the desired outcome/ goal will be.

2.      Make sure your goals are Measurable, what will change and by how much.

3.      Is the goal Achievable within the time frame?

4.      Is the goal a Realistic goal?

5.      Be Time specific, for when the goal will be or hopefully be reached.

Lastly, what tool will you focus use to get your students to the finish line? A reliable source can be YouTube, which has endless videos to support learning and help children master skills/Common Core Standards which will help then in times of assessments.

Here are some good examples of S.M.A.R.T objectives some using technology and some not:

1.      Within school year Kindergarten students will be able to recognize and count numbers 1- 100 with 80% accuracy. This will be measured by the Leap Learning Math End of the year assessment.

2.    After reading Dear Mr. Henshaw, students will compare the actions of Billy’s mom versus his dad using a MindMap. Students will outline at least 5 character traits for mom and dad using examples from the text. Students will include pages numbers with their examples.

3.    Using baseline data from the previous benchmark assessment, 85% (or more) students will increase their vocabulary skills using context clues by 10% on the ANet Benchmark #2 assessment. This will be achieved through Journey’s Intervention Program and small group intervention.

[1] http://teachingforlearning.org/

Brain-Based Learning...Digital Kids...What Teachers Should Know (psss...I'm learning too)

Did you ever feel as a teacher, “I’m teaching my students incorrectly?” After reading articles related to brain-based learning, I realized I have to make changes and fast! As a teacher I know I have to empower my students to take control of their learning.

The brain is such a powerful tool, but it must be handled with care…

I learned that in order for my children to become life-long learners, I have to make the information I present to them relevant to their lives. I have to tap into their prior-knowledge in order to create that “ah-ha” moment.  We need more “ah-ha” moments and less “they need this for the test” moments.

After my readings, I recognize In order to create the optimal learning experience I need to provide the following:

1.       Create a safe, non-judging, non-threatening environment. An environment that see mistakes as learning block and not road blocks. An environment that’s ever changing and stimulating to the senses. A room must be inviting, calm and unrestricted.

2.       A class that challenges, inspires and nurtures creativity and critical thinking. Nurture and empower the whole child! Create an atmosphere where every learning style is nourished.

3.       Make lessons relevant and meaningful. If they can relate they will remember!

4.       Feelings and emotions count and they play a role in how children process information.

5.       Begin with the “bigger picture” of what you want children to know and teach that object piece by piece.

6.       Empower students to know their brains have the capacity to learn immeasurably, beyond what they may believe.

7.       Create an environment where students collaborate with one another, and in turn fosters communication

I’m still learning, ever changing and believing, that one day “I’ll get this teaching thing right”. Brain-based learning is pivotal for the 21^st century student and has truly been an eye-opener for me!

…just my thoughts (for now)

Planning for English Language Learners

Planning for English Language Learners

For the following 2014-2015 school year I will be teaching a Kindergarten unit on sequencing events. The following are examples of activities I will do with ELL students at specific stages of language acquisition.

Stage I:         Pre-Production

Teacher will read a short story about a child getting ready for school. Teacher will point out specific activities in the story that the child may recognize as an activity he or she may do at home. Teacher will point to pictures and the words that correspond to the pictures within the story. Teacher will say the action the character is doing and constantly point to the word. For example: wake up, wash, brush, eat, walk etc.

Stage II:        Early Production

The teacher will ask student simple questions that require one-two word responses. For example: “When you wake up do you eat breakfast?” “Do you comb your hair?”  While asking these questions, the teacher will provide visual aids as well, for the child to look at in case there are statements that they do not understand. At this stage, the teacher can also ask the student to put the pictures in order from the time he/she gets up in the morning until the time he/she come to school. First, the teacher will model the activity for the student.

Stage III:       Speech Emergence

The teacher will ask the student to identify the action words within a story that focuses on sequencing. The child will be asked to match the picture with the corresponding word. Child will later put the words in the order the character performed them in the story. Child will also, work with a partner and choral read with that partner the particular selection. Child will be paired with a student who is a strong reader. Peer reader will point to each word in the story and have student re-read what was just read.

Stage IV:      Intermediate Fluency

At this stage, the teacher may ask the child to sequence in order the events that take place before they come to school. Child will illustrate events in drawings and include a sentence to go with each picture. For example:

  When I wake up I eat my breakfast. (Some of the words may have be spelled incorrectly)

Stage V:       Advanced Fluency

At the stage of language acquisition, the teacher many ask the student to write a story showing the sequencing of events of a child going to school and the steps it takes for the child to leave his home and go to school. The teacher may ask the student to include details and add a variety of action words, nouns, adjectives and characters to the story. The teacher may ask the child to share it with classmates. The student may work with a partner and create the story. When creating the story the child will have a clear beginning, middle and ending.  

Interviews: Special Education & Our Children...Info

Interview:  Makiko Maeyama, School Counselor Meridian PCS via telephone

Date: 7/3/14  

Time: 4:40pm

When a teacher identifies a problem with a child emotionally or academically, what actions does a teacher need to make?

Usually when a teacher has an issue with a student, either academic or behavioral; I first ask them if they talked with the parents. I think this step is important to see if there is anything going on in the home that may affect the child’s academics/behavior. If the problem persists, teachers will then fill out a “care team” request. The request states the problem(s) and we all come to together to discuss the referral.  During our meeting we need to see any antidotal notes and actual class work from the child.  All the people who are involved in the initial meeting are the teacher, a representative from SPED, school counselor, parent, and a school administrator review the information and make a determination on what will happen next. Then after the meeting hopefully, we come up with a plan that will help the student.

So, if a child’s issue causes great alarm during the meeting what will happen?

If the issues appear to be severe then we need for the SPED department to step in and speak with the parents to sign off on having the child tested.

What tests are usually performed on the child?

Well, the test can range from class observation, OT (Occupational Therapy), psycho-educational, speech, neurological, physicals and other tests that may determine a cause for the child’s problems.  After all tests are completed then the team will see if the child is eligible for services. There are times when the child is not eligible. If the child is eligible then an IEP is created and another meeting is called to discuss the IEP with the parents, teacher and the rest of the team.

Who takes on the responsibility of making sure the child is progressing?

I believe the overall responsibility is everyone. I believe the SPED team, admin, the classroom teacher and even the parents. We all play a role.

What provisions are made for children with IEPs?

The provisions can vary. If the child is in a testing grade, they can get more time to take a test, smaller class setting, have questions read aloud, use of technology, more breaks and etc. Other provisions may be a SPED teacher may do pull outs for a few hours a day or be with the child in the classroom, modified classwork and homework, counseling and any other services that outlined in the IEP.

When the child is not progressing what are usually the next steps?

The team may adjust the IEP, putting in more services hours, using different techniques to service the child or in some cases refer the child out to specialized schools.

What is the parent's role in the referral process?

The parents are an integral part to the SPED process. We need their support and authorization to service their child. If they feel something is not working or if they don’t like how their child is progressing, they have the right to call another meeting and air out their grievances. The have authority to request changes to the IEP. Usually the IEP is reevaluated every year, but a parent can request meetings sooner and more often.

Can a parent change their mind in the process and not have their child serviced?                

Yes, they can.

What happens when a child leaves the school?

That IEP will follow the child to the new school and the new school must follow the terms laid out

in the IEP.

Interview #2: Carol Bennett, 1^st grade teacher Prince Georges County Schools

Grades Taught: K, 1^st , & 2^nd

Date: 7/3/14

Time: 9:50pm

How long have you been teaching?

Wow, I’ve been teaching now for over 18 years.

During your meaning years in teaching have you ever referred a child for SPED services.

During my time in classroom, I’ve referred a few children for services.

What signs did you encounter with the children that made you seek out services?

The signs that stuck out to me as a potential problem have varied over the years. Some of the signs I’ve noticed are severe lack of focus, writing/seeing words backwards, speech issues, not being able to talk in complete sentence just one and two words to communicate, unable to perform grade level tasks, lack of self-control, violent behaviors, lack of fine motor skills and etc. I’ve also requested ELL services for some of my children who are non-English speakers.

Before you refer a child to SPED did you use any other methods of teaching in the classroom to help the children?

Of course! As teachers, to recommend a child for services is usually the last resort, unless it’s an extreme case. One of the first things I do is pull the child in small group instruction or give one-on-one help. I may also refer the child for after-school tutoring. I may change their seat in class; remove them from kids who may a distraction. I’ll modify the work in class as well as homework. Well I’m doing this; I’m in constant contact with the parents the entire time keeping them abreast to what their child is working on and their progress and I keep records/notes as a backup. Also I forgot to add… I may even ask parents when was the last time the kids had their hearing and eyes checked, you just never know.

Have you ever had a situation where the child did not qualify for services?

To be honest, I never had a situation like that. But, I have had circumstances when parents know that the child had issues, but they just didn’t share it with me or the school. I even had a child who had an IEP, but the parents never shared it until 5 months later. And I’m running around with antidotal notes and having the kid informally observed. It was sad because time was wasted because the parents were embarrassed.

How is the relationship between you and the SPED team once the child is receiving services?

For the most part, it’s fine. They would spend a lot of time in my room, so we worked rather closely. I had one situation were the SPED teacher was like a co-teacher in the room.

Do you have any advice for parents who have to make a big decision to have their kids evaluated?

My only piece of advice for parents is…be an advocate for your children! This is your child make the commitment and time to get them help if they need it. Don’t wait! As soon as you see something is not right, seek out help. You know your child better than us (teachers). Don’t be ashamed, get help. There’s nothing to be ashamed of. I could care less what people think or say!

 Interviews

I’m thankful that these ladies who took time out in their busy schedules to talk with me about the SPED referral process and procedures. This is not a simple process. The referral process is a tedious and takes a true “team” effort. It’s not just one person who is responsible for the child’s progress but all of us. From administrators, service providers, teachers and parents we all have a role in the overall well-being and success of our children with special needs. It’s troubling to see that there is a “stigma” attached to special education, unlike our colleagues in Finland. However, in time I believe we are moving forward to a place where special education isn’t so “special”, but just necessary to help push our children along.

Summary

We are all educators and our main goal is to improve the quality of life for our child through education. Special education is indeed nothing “special”. Special education is just another means to help a child reach their fullest potential, away with the “stigma and shame”.  Our children need our help and support.

 For more information for parents with children with special needs:

http://www.advocatesforchildren.org/

http://kidshealth.org/

http://www2.ed.gov/about/offices/list/osers/osep/index.html