So it's Thursday again, time to start looking at next week. I was lucky to get the end of the day to myself to day (a very rare thing), so I was actually able to finish my plans AND get everything copied. With testing 8 weeks away, we are in that vital part of the year when the focus seems to be cramming as much teaching in as we can. I fully understand the push, although I don't necessarily agree. However, this is the time when I really focus on small group work so that I can hit those skills each individual needs to work on. Unfortunately with the focus turned to small groups, there are times when kids are in my room but not working with me, so I've devised the work menu to keep them focused and on track while they are working independently.
Each week I personalize the work menu for each student. I try to include material from previous lessons for a review, as well as work related to the information to be covered that week. My students have gotten quite proficient at working through their menu with little direction from me.
What's even better is that they are aware that because everyone is working on different things, no one has the same work. True, this took a bit of time at first, but now I have quite the collection of worksheets, centers, and activities that I simply pull and copy for each student. I am able to give them work on their level and tailored to their needs. It never fails that two of my boys are always comparing work, seeing "whose is harder." By doing it this way, they have no way of knowing if their work is on grade level or not.
A friend of mine shared this with me, and I couldn't help but continue to pass it on...
Especially teaching the students I do, I have such a hard time "getting ready for the test." It's like we've stopped teaching to make sure they can be successful in life and focused only on them being successful on the test. To make it even worse, many of my students have several of the qualities listed above that go unrecognized because they simply don't fit with the common core or eligible content. I think as teachers we need to look beyond the test, into the strengths of each of our students that may not be shown with a paper and pencil.
Today was one of those uber frustrating days where it seemed like nothing was going right. By the end of the day, I found myself counting down minutes and trying my best to not let my stress and anxiety show. Just when I thought I was at my limit, I had a student finally grasp a concept that we have been working on since the beginning of the year. All of a sudden, I was given a new perspective. It was because of that moment I was reminded why I entered this profession to begin with. With that, I thought I would share my list of reasons I love special ed. I figure even if nobody else agrees, now I have it in a place where I can be reminded next time I'm at my limit (like tomorrow).
Why I Love Special Education
1. The Lightbulb - You know, the minute that a student finally grasps a concept. This is especially meaningful when you have been working on something for what seems like forever.
2. Flexibility - Although I still follow the curriculum, I have the freedom to change things based on need. Working with all the subjects also gives me the opportunity to do many cross-curricular activities my regular ed counter parts can't do.
3. Holidays - I realize how bad this will sound, but Christmas and Halloween are two days when I am super thankful to be in special education. No homeroom means no holiday parties. Normally on these days I make my rounds, make sure that I visit most of my kiddos, and then I retreat to my quiet, clean classroom and shut the door. What's even better, is the students normally bring me treats to enjoy as I soak in the peace and quiet. It's those little moments that make the paperwork totally worth it.
4. It's ok to be a little weird - I've heard it said before that, "you are what you teach." I don't know many special educators who haven't deemed themselves a little "special" from time to time. I've gone to some pretty interesting lengths to help my students, and I'm sure I've looked a little strange in the process. From singing and dancing, to having yoga balls instead of chairs, to naming the insects that visit our room, I'm ok with whatever as long as it helps my kiddos out!
5. Variety - You've heard the saying, "Variety is the spice of life." Well, in my opinion nowhere is there more variety than in special ed. From the kids I work with to the lessons I teach, no two days are ever the same. Plus, I get to work in some pretty neat programs that you wouldn't find in a regular education room.
6. Data - Ok, here is where the nerd in me comes out. I love numbers, I love looking at data and analyzing trends. It's part of the reason I ended up with a math minor. The fact that is a regular (constant) part of my job is, in my opinion, awesome!
7. The unexpected - Similar to variety, but in its own special way. I have grown to love the unexpected, as you never know what my kiddos will say or do next. At times, it can be stressful, especially during a huge meltdown or when a kid is threatening you with scissors. However, the unexpected is also what has led to some of my all time favorite moments as a teacher.
There are many more items to add to the list, but what fun would it be if I listed them all now?
Thursday has traditionally taken on the role of my planning day. By this point I know what I did and did not cover and have a pretty good idea of what I want to do for next week. Although I haven't collected my planning sheets from all my teachers yet, I can at least start sitting down and creating a rough sketch of what the next week will look like. So I decided, why not start devoting my Thursday posts to planning. This week the focus in on co-planning.
Thursday is also the day that I sit down with my 6th grade team to plan our co-taught lessons for the next week. Over the years, we have developed a form so that we are both aware of what we are teaching and who is responsible for each part of the lesson. Because of this we are now more prepared, and in my opinion the lessons are far more effective.
You can get a copy of my planning sheet here.
I hope you find it as useful as I have!
A huge part of what I do relates to coordinating services for my 18 kiddos. Regardless of whether I'm with them or not, they are still entitled to the accommodations that are listed in their IEP. I have found that coordinating with six different teachers in three grades (for a total of 26 different classes) can be quite difficult. For that reason, I started handing out Scheduling sheets on a weekly basis. These sheet have made it incredibly easy to have at least a little idea of what is going on.
Get the form here!
The sheets are two sided, with one side having space for schedule changes, tests and projects. I also included a disclaimer that I cannot guarentee accommodation for changes or tests I do not know about. On the back is a section for teachers to list the chapters or pages they will be working on. This way, I know where to direct parents if they ask (I also know if they are close to finishing the chapter or not).
Normally I give the teachers their sheet on Thursdays, and I ask for them back by Monday. I made sure to copy the sheets on bright paper, so they could not miss them. Some teacher just give me their lesson plans instead of filling it out. Regardless, they have made a huge difference in my stress level when it comes to scheduling!
One thing I have noticed in my many hours of IEPing (yes, I made that a word) is that many times nobody gets much of anything out of the meeting. Upon talking to some of my regular teacher buddies, I realized that the IEP itself has very little value to anyone but the special education teacher. So what is included in those 24+ pages of mumbo jumbo that is of use for everyone else? I decided that it was time for a guide for those other IEP team members, so that the meeting becomes more than just another reason to miss a prep period.
THE IEP DECODED - Present Levels
One of the first sections of the IEP that is normally reviewed is the Present Levels of Academic Achievement and Fuctional Performance. It is in this section that a clear picture of the student's current abilities is painted.
What's Included?
The specifics of what is included in this section will vary depending on the teacher writing the IEP. Common items include:
- Description of the disability
- Services/Accommodations/Modifications
- Current/past grades
- Test scores
- Current goal progress
- Descriptions of what the student can and cannot do
This section is filled with valuable information for the team members.
Ways to Use This Information
- Description of the disability - This helps you to know what to expect from a student with this diagnosis. Not sure what a specific disability involves? Ask. You don't necessarily need to ask in the middle of a meeting, but make a note to talk to the special education teacher after the meeting. They can help you understand what the disability means, and how it will affect your classroom.
- Services/Accommodations/Modifications - If the student is already receiving services, the special education teacher will most likely include a description of the current state of affairs. Where is the student receiving instruction? What types of adaptations or modifications are being made? Are there any related services being provided?
- Current/past grade - This is pretty self explanatory, but still should be given attention. Especially for students who you haven't had yet, it is always nice to know their past performance.
- Test scores - There are a wide variety of test scores that could be included. Some common inclusions are:
- IQ Testing - An average IQ is 100, with the average range being 85-115.
- Achievement Testing - These types of tests look at student performance on various tasks. Scores on achievement tests are often looked at in relation to a student's IQ.
- Standardized Test Scores - In PA, we have the PSSA tests that students in grades 3-8 and 11 take. Knowing how a student scored on these tests helps to give a clearer picture of the student's abilities on grade level material.
- Current goal progress - If the student is already receiving special education services, current data related to their IEP goals will be included.
- What the student can do - This seems like a no-brainer, but can mean more than meets the eye. When listing what the student is able to do there are often indications of specific levels of achievement. For example, maybe the student is reading with 100% accuracy on a 3rd grade level. This is excellent news if the student is in 3rd grade, no so excellent if the student is in 6th grade.
- What the student cannot do - Normally, when skills are mentioned in relation to what a student cannot do, there will be goals developed for those areas. Goals are a major part of the IEP and knowing these deficits can help you plan your instruction.
The Present Levels section is often long, and involves a lot of numbers. Yet, with the attention on the right items, a teacher can garner quite a bit of useful information. Remember, if you have specific examples of behaviors or skills, share them. It always means more when actual real-life examples are given.
Any other questions about the Present Levels section? Next up - Transition
Sitting through a two-hour IEP meeting last week, my mind started to drift. The regular education teacher I had at the meeting pretty much ignored anything I was saying, and just made sure her point was made. Then she left, came back, left again, came back, and left yet again. At that moment, while I was clenching my fists under the table, there were several things I wish I could have said. After some thought and some discussion with other colleagues, it occurred to me that maybe she wasn't aware of my expectations. For that reason, I thought it best to start compiling some of the little things that I would those I work with regularly to know:
1. My job is just as important as yours. Just because I do not have a "homeroom" does not make me any less of a teacher. If there is one thing that gets me going, it is when other teachers try to discount what I do. If it were that easy, why aren't you doing it?
2. Yes, I am flexible, but I'm not Gumby. When you try to bend things too many times, they tend to break. All those schedule changes, impromptu tests, and other "issues" add up! I do not sit around all day waiting for you to call upon my services, I do have other things to tend to. Any amount of advance warning is greatly appreciated.
3. It is not "my kids" and "your kids." Just because they have an IEP does not mean that they aren't a part of your class. The only child I appreciate being referred to as "mine" is my daughter.
4. IEP meetings are not a torture device I created to ruin your morning, they are something that I am required by law to do. I can assure you, I don't find them that enthralling either.
5. Just because I am sitting at my computer does not mean that I'm not doing anything. My computer and I have a very close relationship. I spend more time with her (yes, my computer is a she) than my husband and my daughter, and not by choice. There are things I do that do not involve standing in front of a classroom, and yes, they are even more important than that worksheet you need copied for next Tuesday.
Well, I guess I've pissed off enough people for today. Stay tuned for the next edition!
I have a lot to say. Anyone who deals with me on a regular basis would agree. Especially when it comes to my job and special education, I can get pretty opinionated. Sometimes, I just keep my mouth shut. Sometimes, Tim gets an earfull when he gets home (he loves that). Other times, I open my mouth but need to censor myself. Needless to say, I have a lot to say that goes to waste. I figured, what better way to get my thoughts out there but a blog.
I will say, I'm not by any means a professional blogger. My writing ability is sub-par, and I tend to ramble. As for knowledge, I like to think I have a pretty solid knowledge base when it comes to special education and topics related. However, I am not an expert. My vision is not to "tell it like it is" but to start a conversation.
