I thought I should share about my day Friday. It stressed me out during the process, but I felt like a stronger teacher in the end. I planned a very interesting and real-world lesson where students were supposed to use their graphing calculators to find the distance away that a storm is by using the function y=0.2x. I gave the students step-by-step directions of what to push on their calculators to 'discover' their answers.
Sadly, my first class just wanted the answer and didn't follow directions given (you could not miss a step or it wouldn't work correctly). This caused a lot of the students to stress and me getting annoyed since hardly any student follows written directions anymore.
I altered my lesson for my next class where I verbally walked them through the steps. This worked, but we didn't have enough time to really analyze the graphs. So, I decided to go with plan B. I decided to break out the old overhead and SHOW them the exact steps and screens they should be on. Sadly, overheads are past their days and it decided to stop working for me 2steps into the process.
By this time, I was ready to give up. I have never had to alter my lesson 5 times in one day. I guess this was my test of being a strong teacher willing to make last minute changes. Thankfully I had prep my next hour and was willing to really change how I went about this lesson. I had to do something because I was being observed my next hour!
In the end, everything turned out alright. I spoke with the observer letting him know of my day and how my plans didn't work. He thought the lesson I gave went well and I actually felt good after the lesson was over. My flexibility throughout the day helped me grow tremendously. I will not forget this day for a long time.
Sunday, December 18, 2011
Tuesday, December 6, 2011
Discovery Learning Vs. Direct Instruction
Have you ever debated between discovery learning type of lessons or direct instruction lessons?
We have been in a debate in our math department about direct instruction vs. discovery learning. Which is better for students? One of the math teachers came across this article shortly after we were asked to include more discovery learning in our lessons. I am completely on both sides for this one and feel that a mixture of both types of instruction is best. However, I am finding that the discovery learning does NOT work in my co-taught classes (well, MOST of the kids I have in my co-taught class). My co-taught class is mixed with very low functioning kids to kids who score perfect scores on their papers every time. Discovery learning is GREAT for the higher functioning students, while discovery learning for the lower functioning students seems to be a waste of a class period. One thing that I enjoy with the discovery learning is it gives me time to focus more time on the students who really need it. The article below is a great read about where discovery learning works best.
http://www.addthis.com/bookmark.php?v=250&pub=xa-4a796db05610a5c2
We have been in a debate in our math department about direct instruction vs. discovery learning. Which is better for students? One of the math teachers came across this article shortly after we were asked to include more discovery learning in our lessons. I am completely on both sides for this one and feel that a mixture of both types of instruction is best. However, I am finding that the discovery learning does NOT work in my co-taught classes (well, MOST of the kids I have in my co-taught class). My co-taught class is mixed with very low functioning kids to kids who score perfect scores on their papers every time. Discovery learning is GREAT for the higher functioning students, while discovery learning for the lower functioning students seems to be a waste of a class period. One thing that I enjoy with the discovery learning is it gives me time to focus more time on the students who really need it. The article below is a great read about where discovery learning works best.
http://www.addthis.com/bookmark.php?v=250&pub=xa-4a796db05610a5c2
Monday, December 5, 2011
Winter Blues
As a counselor at the high school, this time of year is really rough on the students. I have more students than usual with lots of anxiety, depression, and are just unhappy. As I look to helping these students, it seems like there is just not an end in sight. I wish there was more we could do for them this time of year, as it is stressful to have family events, finals in sight, etc. Any ideas on how we can help our students?
Tuesday, November 22, 2011
Check-In
What is one new learning you've gained thus far in the school year? (yourself, students, your team, your school....?)
Monday, November 7, 2011
Catching Up
As first quarter ended, I found myself buried in to-do lists. I've been looking forward to today (teacher planning day), so that I can catch up with busy work and start planning for second quarter. Another fresh start!
However, two of my students from first quarter will not be returning. One has moved out of the country. This was surprisingly difficult for me. As a speech therapist, I never expected to be dealing with so many challenging student issues (such as abuse, neglect, hunger, etc.)
On her last day of school in Shakopee, she shared many personal issues that made it especially hard for me to let her go.
Now it is time to look ahead. As educators, we have to be resilient, as I am quickly learning.
However, two of my students from first quarter will not be returning. One has moved out of the country. This was surprisingly difficult for me. As a speech therapist, I never expected to be dealing with so many challenging student issues (such as abuse, neglect, hunger, etc.)
On her last day of school in Shakopee, she shared many personal issues that made it especially hard for me to let her go.
Now it is time to look ahead. As educators, we have to be resilient, as I am quickly learning.
Sunday, November 6, 2011
Homework. How much is too much.
I was talking to a few young teenagers who attend other schools in different districts. I work with these teenagers at a dance studio in Eagan, mn. I asked them about how much homework they receive a night, especially for math since I am a math teacher. I found that they would get about three hours a night for all of their classes and on average, 30-40 math problems a night. I was shocked to hear the number of math problems they were doing because I only assign about 10-15 max and usually give ten minutes of work time at the end of class. Most of my students bring home 5-7 homework problems a night. Funny thing about this is I came across this arrival and wanted to share.
How much homework do you assign? Is it meaningful and have a purpose? Or do you find it being a time filler? Thoughts.....
The interesting artical I found and a good read.
http://www.greatschools.org/students/homework-help/251-homework-is-too-much.gs
I am having issues to get the link to work. This is my first time blogging from an I-pad! Will fix later
How much homework do you assign? Is it meaningful and have a purpose? Or do you find it being a time filler? Thoughts.....
The interesting artical I found and a good read.
http://www.greatschools.org/students/homework-help/251-homework-is-too-much.gs
I am having issues to get the link to work. This is my first time blogging from an I-pad! Will fix later
Tuesday, November 1, 2011
S.W.A.T.: Grocery Store
Last week for S.W.A.T , We took the DCD-SP and Autism programs to the grocery store. We had the opportunity to go shopping for the Highschool FACS department.
The grocery list was divided into food groups: dairy, fruits, veggies, breads, meats, and misc. Each group was assigned a food group along with picture symbol directions and Isle location to where they could find that item. By doing this, students worked on reading and following directions which related to their IEP goals and Objectives. Students also had the opportunity to compare item prices and practice money skills by purchasing times. These skills were related to IEP goals and Objectives.
Not only did we work on academic goals, we practice social skills, social appropriateness, communication skills. These skills were generalized in the community setting, which is exactly what my students need.
Overall, the fieldtrip went GREAT. Students were able to apply functional skills in the community setting while working on their IEP goals and Objectives. We will continue to do this during SWAT time for the rest of the year.
The Big "Apple" Debate
As a special educator, I have heard MANY great things about Ipods and Ipads. After going to many accredited conferences (such as Closing the Gap) as well as learning about integrating these pieces of technology in my Grad Classes, I want to use this in my classroom.
Currently, Shakopee Public Schools do not support Apple. I've been ask, "what is so great about Ipods/Itouches and how would you use them?". The following information explains why an Ipod/Ipad would be beneficial in the classroom.
* For students who struggle with academics, communication, emotional regualtion, and social understanding, Ipods and Ipads can be used within the special ed setting and mainstream settings.
* Supports often times make students "stand out" and look different from his/her peers. Ipod/Ipad helps a student look more socially acceptable
* Assertive technology will allow students to learn to become independent with in a mainstream, inclusive environment.
* Students will be able to use special education apps within the mainstream environment without looking different from their neuro-typical peers
* Ipods/Ipads can be used to work on IEP goals and objectives related to academics, communication, emotional regulation, social understanding, friendship skills, and much more.
Mainstream and Educational Settings:
* Students can look at visual schedules and check off items as they are completed
* use homework app to keep track of assignments and tests
* use writing web apps to organize ideas before writing
* use "voice to text" or voice recording to record answers to questions
* type notes, answers to questions and homework assignments
* listen to relaxing sounds/music during independent work times or as a break if student is becoming overwhelmed
* visually communicate needs
* research information related to a topic of study and cut/paste information into notes on ipod touch
* reading or listening to a story
* practicing academic skills
* playing a game with a friend at break time
* creating/reading social stories related to specific social needs
*viewing videos of themselves engaged in appropriate target behaviors (video-self modeling)
* previewing social behaviors before lunch, recess, assemblies, fire drills, and other social situations.
* AAC apps for students who are non-verbal
* Speech and Language Apps
For more information, check out httpL//www.delicions.com/kkautz
and
iTeach Special Education- iDevices in Special education (Facebook)
Currently, Shakopee Public Schools do not support Apple. I've been ask, "what is so great about Ipods/Itouches and how would you use them?". The following information explains why an Ipod/Ipad would be beneficial in the classroom.
* For students who struggle with academics, communication, emotional regualtion, and social understanding, Ipods and Ipads can be used within the special ed setting and mainstream settings.
* Supports often times make students "stand out" and look different from his/her peers. Ipod/Ipad helps a student look more socially acceptable
* Assertive technology will allow students to learn to become independent with in a mainstream, inclusive environment.
* Students will be able to use special education apps within the mainstream environment without looking different from their neuro-typical peers
* Ipods/Ipads can be used to work on IEP goals and objectives related to academics, communication, emotional regulation, social understanding, friendship skills, and much more.
Mainstream and Educational Settings:
* Students can look at visual schedules and check off items as they are completed
* use homework app to keep track of assignments and tests
* use writing web apps to organize ideas before writing
* use "voice to text" or voice recording to record answers to questions
* type notes, answers to questions and homework assignments
* listen to relaxing sounds/music during independent work times or as a break if student is becoming overwhelmed
* visually communicate needs
* research information related to a topic of study and cut/paste information into notes on ipod touch
* reading or listening to a story
* practicing academic skills
* playing a game with a friend at break time
* creating/reading social stories related to specific social needs
*viewing videos of themselves engaged in appropriate target behaviors (video-self modeling)
* previewing social behaviors before lunch, recess, assemblies, fire drills, and other social situations.
* AAC apps for students who are non-verbal
* Speech and Language Apps
For more information, check out httpL//www.delicions.com/kkautz
and
iTeach Special Education- iDevices in Special education (Facebook)
Monday, October 31, 2011
Magic Wand...
If there were no barriers (time, money, etc) what is the one thing you would do to increase student achievement in our district?
Tuesday, October 25, 2011
Parent-Teacher Conferences
It's been on my mind lately after the same question was posed to me......and I'm working on a lengthy blog about my own thoughts.
But, in the mean time.....in your own ideal fantasy education world, where what-ifs became a reality and there were no limits or parameters, what would effective parent-teacher-student conferences look like to you?
Feel free to post your positive vision or a word that comes to mind!
But, in the mean time.....in your own ideal fantasy education world, where what-ifs became a reality and there were no limits or parameters, what would effective parent-teacher-student conferences look like to you?
Feel free to post your positive vision or a word that comes to mind!
P/T Conferences
The principal at the high school recently asked us staff how we felt about intervention conferences. I selected "other" as my option and 1 million thoughts began to swirl in my head, and, as a natural response, I found myself curiously researching articles on effective, research-based models of parent-teacher conferences.
My initial thoughts were that they seem like a great idea and of course I'd like to meet with parents of struggling students! The unfortunate problem about intervention conferences is that it's often "too late in the game"....not so late they can't pass, but late enough most students give up. Or, the parents you most need to see on that night can't make it whether it's because they have a night job, can't find a sitter, or some other reason. Who knows what that reason is but whatever it is - few families attend and therefore it's highly ineffective for a majority of people.
Then, I started thinking about general conferences. Having been an elective teacher, we'd see fewer parents than the core classes on open conferences night. Other teachers would have lines waiting to speak with them and, if I was lucky enough, I'd have one family waiting. If only it was because I was such a fantastic teacher and ALL of my students were passing.....NOT the case! Again, it was the parents of students who were very successful in my class that attended conferences, generally. Yes, I did see a few families of struggling students throughout the years but on the whole - it was parents who remained engaged in the process and see their student succeed.
Yes, I want to see those parents! But, PLEASE I want to see parents who are less engaged in the educational process. I'm going to make a crazy statement here but I think ALL parents want their students to be successful, both in AND outside the classroom.
So, how do create a system where parents are excited, engaged members of our student population and educational community? How do we, as teachers, maximize our time so we are working with ALL parents? How do we inform the parents on where students are falling on the standards continuum? How do we teach parents about test numbers and what all that educational jargon means?
So often, for ease of scheduling, district assign a few dates a year to have conferences. Yes, it's easy. Yes, it gets everyone on the same page. But does it differentiate for our parents? I don't know how this decision is made. Thinking about the ever changing demographics throughout the country, Shakopee included, doesn't it make sense to have the clients decide the when, where and how it's done? I'd LOVE to find a way that works for everyone but mostly for our parents.
How do we educate our PARENTS to be better educators? We know the theory behind what we do but they don't have that piece of information. Why not share our knowledge about best practices with someone who can continue it at home? AND, how do we, as a school community, continue the parent engagement throughout the school years, even as the child graduates?
My initial thoughts were that they seem like a great idea and of course I'd like to meet with parents of struggling students! The unfortunate problem about intervention conferences is that it's often "too late in the game"....not so late they can't pass, but late enough most students give up. Or, the parents you most need to see on that night can't make it whether it's because they have a night job, can't find a sitter, or some other reason. Who knows what that reason is but whatever it is - few families attend and therefore it's highly ineffective for a majority of people.
Then, I started thinking about general conferences. Having been an elective teacher, we'd see fewer parents than the core classes on open conferences night. Other teachers would have lines waiting to speak with them and, if I was lucky enough, I'd have one family waiting. If only it was because I was such a fantastic teacher and ALL of my students were passing.....NOT the case! Again, it was the parents of students who were very successful in my class that attended conferences, generally. Yes, I did see a few families of struggling students throughout the years but on the whole - it was parents who remained engaged in the process and see their student succeed.
Yes, I want to see those parents! But, PLEASE I want to see parents who are less engaged in the educational process. I'm going to make a crazy statement here but I think ALL parents want their students to be successful, both in AND outside the classroom.
So, how do create a system where parents are excited, engaged members of our student population and educational community? How do we, as teachers, maximize our time so we are working with ALL parents? How do we inform the parents on where students are falling on the standards continuum? How do we teach parents about test numbers and what all that educational jargon means?
So often, for ease of scheduling, district assign a few dates a year to have conferences. Yes, it's easy. Yes, it gets everyone on the same page. But does it differentiate for our parents? I don't know how this decision is made. Thinking about the ever changing demographics throughout the country, Shakopee included, doesn't it make sense to have the clients decide the when, where and how it's done? I'd LOVE to find a way that works for everyone but mostly for our parents.
How do we educate our PARENTS to be better educators? We know the theory behind what we do but they don't have that piece of information. Why not share our knowledge about best practices with someone who can continue it at home? AND, how do we, as a school community, continue the parent engagement throughout the school years, even as the child graduates?
Monday, October 17, 2011
Closing the Gap
Last Friday, I had the opportunity to go to Closing the Gap conference in Bloomington, MN. "This conference builds on a traditiona of providing a comprehensive examination of the most current uses of technology by persons with disabilities and the professionals who work with them. Topics covered a broad spectrum of tech ology as it is being applied to all disabilities and age groups in education, rehabilitation, vocation, and independent living.
This confrence touched base on the best practices to use within the classroom and had up and coming ideas on how to implement them.
Closing the Gap is a great resource for educators working with children with special needs. For more information, please go to
http://www.closingthegap.com/solutions/
This confrence touched base on the best practices to use within the classroom and had up and coming ideas on how to implement them.
Closing the Gap is a great resource for educators working with children with special needs. For more information, please go to
http://www.closingthegap.com/solutions/
Friday, October 14, 2011
Closing the Gap 2011
This week I had the opportunity to attend the National Closing the Gap conference on Wednesday and Thursday in Bloomington. Closing the Gap focuses on education and collaboration related to the field of Augmentative & Alternative Communication (AAC). (http://www.closingthegap.com/)
I was able to attend the following sessions:
"The Foundational Steps of Developing Language Competence for AAC Speakers"
"Going Beyond Templates with Boardmaker Studio"
"Utilizing a Structured Framework to Support Diverse AAC Learners"
"I Touch, I Hear, I Talk: iPad Tools of the Trade"
"Tips, Tricks and Strategies for Using Speech Recognition to Increase Productivity"
"Auditory Scanning: We Know It Can Be Done, But How?"
"Making Evidence-Based Decisions About Speech Generating Devices & Apps"
"AAC and the Switch Makeover: Jump Starting Communication for Students with Significant Disabilities"
The conference allowed me to collaborate with other Speech-Language Pathologists from across the country, expand my knowledge base, and network with AAC vendors and representatives. It was truly a valuable experience, and I will be utilizing new strategies with my students right away. I would highly recommend this conference for any SLPs, OTs, PTs, AT specialists, SpEd teachers, or anyone who would like to learn more about the world of AAC.
I was able to attend the following sessions:
"The Foundational Steps of Developing Language Competence for AAC Speakers"
"Going Beyond Templates with Boardmaker Studio"
"Utilizing a Structured Framework to Support Diverse AAC Learners"
"I Touch, I Hear, I Talk: iPad Tools of the Trade"
"Tips, Tricks and Strategies for Using Speech Recognition to Increase Productivity"
"Auditory Scanning: We Know It Can Be Done, But How?"
"Making Evidence-Based Decisions About Speech Generating Devices & Apps"
"AAC and the Switch Makeover: Jump Starting Communication for Students with Significant Disabilities"
The conference allowed me to collaborate with other Speech-Language Pathologists from across the country, expand my knowledge base, and network with AAC vendors and representatives. It was truly a valuable experience, and I will be utilizing new strategies with my students right away. I would highly recommend this conference for any SLPs, OTs, PTs, AT specialists, SpEd teachers, or anyone who would like to learn more about the world of AAC.
(The attached pictures show where attendees are from, and show previous Closing the Gap brochures)
Monday, October 10, 2011
Technology: Love it or Hate it?
Funny I title my post this, I had an interesting thing happen before this post was finally made. First, I had the entire post written about everything I love about technology and the new things I am trying with my SMART board. Sadly, I hit something on the keyboard as I was going to post and deleted the entire post with no hopes of getting it back. Second, the SMART board in class today was not being very 'smart' and was not working to par. This also contradicted my first post that I tried to make this morning about how much I enjoy technology and how it improves lessons. I am going to try my best to explain what my first post this AM was about, before it was deleted to no more.
I was very excited when I learned that my classroom was getting a SMART board this year. I have had the board for about 3 weeks now and can already see a change in how students are engaged in the lessons. A couple little things that made my students more interested was including objects that covered answers (like balloons), which you could pop to get the answer, or side screens that can be pulled up at anytime during the lesson to make an important note. I have also seen a great improvement in students volunteering in class.
The downfall that I have had so far is that it takes all students time to learn the board. There are little ticks that will prevent the board from working correctly. (Like having more than 1 person write at a time). This can really take a lot of class time when you are trying to teach and show them how to use the board. Another issue I had today is nothing wanted to erase and no matter how many times I calibrated the board, it was not working as well as it should. I found a great site that I wanted to share. Anyone who has a SMART board in their room should check it out because there are many different lessons available.
If you have any great technology stories and how they helped or hurt a lesson, comment how you handled it!
You will have to enter an email address to access all of the lessons.
exchange.smarttech.com/search.html
I was very excited when I learned that my classroom was getting a SMART board this year. I have had the board for about 3 weeks now and can already see a change in how students are engaged in the lessons. A couple little things that made my students more interested was including objects that covered answers (like balloons), which you could pop to get the answer, or side screens that can be pulled up at anytime during the lesson to make an important note. I have also seen a great improvement in students volunteering in class.
The downfall that I have had so far is that it takes all students time to learn the board. There are little ticks that will prevent the board from working correctly. (Like having more than 1 person write at a time). This can really take a lot of class time when you are trying to teach and show them how to use the board. Another issue I had today is nothing wanted to erase and no matter how many times I calibrated the board, it was not working as well as it should. I found a great site that I wanted to share. Anyone who has a SMART board in their room should check it out because there are many different lessons available.
If you have any great technology stories and how they helped or hurt a lesson, comment how you handled it!
You will have to enter an email address to access all of the lessons.
exchange.smarttech.com/search.html
S.W.A.T. Time
Last Thursday, the Junior High participated in the first "S.W.A.T." time. S.W.A.T stand for Student Wide Achievement time and happens about 2x a month. During this time, students either 1) work on catching up with classes 2) have enrichment opportunities in core subjects 3) interventions on core subjects 4) have a "option" time for fun/enriching activities that students normally don't get to do during the school day. So examples of "options" were "how to make rootbeer" (science) yoga, signlanguage, craft activities, etc.
My students participated in the community by going to the apple orchard. We went to Emma Krumbies in Belle Plaine and had a wonderful time. Students counted apples, went on a hayride, taste tested apples and "voted" on which were the best (graphing), and more. It was a great social activity and a nice way to get our kids out into the community.
My students participated in the community by going to the apple orchard. We went to Emma Krumbies in Belle Plaine and had a wonderful time. Students counted apples, went on a hayride, taste tested apples and "voted" on which were the best (graphing), and more. It was a great social activity and a nice way to get our kids out into the community.
Friday, October 7, 2011
Keeping Attention
After an interesting 4th hour yesterday, I thought I would attempt my first post to see if there is any helpful hints out there.
I have a class this year where I have 5 high functioning autistic kids, alongside other students that need that need some extra tender, loving care.
I have had a couple of incidences now, where my autistic students start to get a little uneasy and then it can escalate into screaming or crying, etc. Yes, I have wonderful paras that are in here to help, but my concern turns into the fact that during lessons my students focus their attention on whats going on and we slowly start to lose that important time together. Then I spend the time trying to re-gain their attention and figure out where we left off.
I guess I just wonder if there are any helpful strategies or techniques that people have used in the past that would help not only me to learn how to work through whats going on, but also keeping my students engaged at the same time??
I have a class this year where I have 5 high functioning autistic kids, alongside other students that need that need some extra tender, loving care.
I have had a couple of incidences now, where my autistic students start to get a little uneasy and then it can escalate into screaming or crying, etc. Yes, I have wonderful paras that are in here to help, but my concern turns into the fact that during lessons my students focus their attention on whats going on and we slowly start to lose that important time together. Then I spend the time trying to re-gain their attention and figure out where we left off.
I guess I just wonder if there are any helpful strategies or techniques that people have used in the past that would help not only me to learn how to work through whats going on, but also keeping my students engaged at the same time??
Thursday, October 6, 2011
S.W.A.T.
School Wide Achievement Time (S.W.A.T.) officially kicked off at the Junior High this week. As an enrichment activity, I offered a "beginners sign language" option. About 20 students attended, and luckily I also had a Paraprofessional with me who was fluent in American Sign Language (ASL). The students had a great time, and I even heard that many of them were finger spelling in their afternoon classes :)
It turned out to be a great opportunity for me to meet mainstream students. The majority of students I work with are diagnosed with either a Learning Disability, Autism, or Developmental Cognitive Disability. This was a wonderful way for me to connect with more students in our building, and they were also able to learn about Deaf culture and being sensitive to those with disabilities.
The only concern that arose out of S.W.A.T. time for me today was for those students who were pre-assigned to an intervention (extra help in math, Phy Ed make-ups, etc.). Many of those students did not know they were pre-assigned, and had been looking forward to an enrichment activity (such as How to Make Root Beer). I believe it would be beneficial to notify students when they are pre-assigned to an intervention.
Overall, this was a positive experience for me. Hopefully the students enjoyed their time and learned something new!
It turned out to be a great opportunity for me to meet mainstream students. The majority of students I work with are diagnosed with either a Learning Disability, Autism, or Developmental Cognitive Disability. This was a wonderful way for me to connect with more students in our building, and they were also able to learn about Deaf culture and being sensitive to those with disabilities.
The only concern that arose out of S.W.A.T. time for me today was for those students who were pre-assigned to an intervention (extra help in math, Phy Ed make-ups, etc.). Many of those students did not know they were pre-assigned, and had been looking forward to an enrichment activity (such as How to Make Root Beer). I believe it would be beneficial to notify students when they are pre-assigned to an intervention.
Overall, this was a positive experience for me. Hopefully the students enjoyed their time and learned something new!
Science Writing
In science classes we are now required (in our standards) to have more writing. Which means science writing. Have any of you ever read a Science Journal?? It is a very daunting activity. Half the time I can't even understand what is going on in the Journal. I am having my students read more of these (simplier ones) to get a better understanding of science writing.
An English teacher sent me an article called "Why I Write: Timothy Ferris on Writing to Learn" http://www.nwp.org/cs/public/print/resource/3664
This article is saying that writing in science is important, and that Scientist should do more writing. Making a daunting theory or law into something that "a bartender could understand." Write on how the world works, and you will get a better understanding of it. Great little article on the importance of writing in all classes.
An English teacher sent me an article called "Why I Write: Timothy Ferris on Writing to Learn" http://www.nwp.org/cs/public/print/resource/3664
This article is saying that writing in science is important, and that Scientist should do more writing. Making a daunting theory or law into something that "a bartender could understand." Write on how the world works, and you will get a better understanding of it. Great little article on the importance of writing in all classes.
Monday, October 3, 2011
IEP Wrap Up
Last Week I had the 2nd part of my Standardized IEP training. Although this training was geered towards kids taking the MCA's, some of it was beneficial for my students who take the MTAS.
Here are the key points that were summarized and will be useful to write SBIEPs for my students
* You need to address the grade level standard in the PLAFF. EVEN if your student is no where near the standard, you need to pick a STRAND where the student learns "prerequisite skills" to reach that goal
* Students should be exposed to the standard. Even if not at their grade level, the standards are "tiered" and you can effectively address the standard at a lower level
* Students who Exceed or Meet the MTAS requirements will need to take the MCA-Modified.
We will see how this goes when I write my first IEP of the year in December :o)
Until next time...
Here are the key points that were summarized and will be useful to write SBIEPs for my students
* You need to address the grade level standard in the PLAFF. EVEN if your student is no where near the standard, you need to pick a STRAND where the student learns "prerequisite skills" to reach that goal
* Students should be exposed to the standard. Even if not at their grade level, the standards are "tiered" and you can effectively address the standard at a lower level
* Students who Exceed or Meet the MTAS requirements will need to take the MCA-Modified.
We will see how this goes when I write my first IEP of the year in December :o)
Until next time...
Thursday, September 29, 2011
Point of Service Documentation
As a speech-language pathologist, my day typically consists of 25-minute blocks. Each block is filled with 1-2 students coming to their "therapy" session. We work on their individual goals/objectives anywhere from once to three times per week, depending on their educational needs. On average, I see about 10-15 students per day. It is nearly impossible to recall what each student worked on, and how they did during that task, at the end of the day. Therefore, I need to use Point-of-Service (POS) documentation in order to maintain clear and accurate records of students' progress.
I first learned of POS while working in Geriatrics. In the nursing home setting, we were highly encouraged to conduct POS documentation in order to maintain accurate records for Medicare. However, I believe that POS documentation is practical and helpful in all areas of teaching and can be significantly helpful when writing progress reports.
POS documentationcan be a very difficult task, though. As we become engaged in conversation or in practicing a certain skill, it becomes more and more difficult to also focus on writing accurate documentation.
A personal goal for me this year is to be able to balance effective & efficient teaching with accurate and timely documentation.
I first learned of POS while working in Geriatrics. In the nursing home setting, we were highly encouraged to conduct POS documentation in order to maintain accurate records for Medicare. However, I believe that POS documentation is practical and helpful in all areas of teaching and can be significantly helpful when writing progress reports.
POS documentationcan be a very difficult task, though. As we become engaged in conversation or in practicing a certain skill, it becomes more and more difficult to also focus on writing accurate documentation.
A personal goal for me this year is to be able to balance effective & efficient teaching with accurate and timely documentation.
Monday, September 26, 2011
A New Perspective...
This weekend, I really took advantage of the beautiful fall weather and sat near my sliding glass door as I read through and marked up some professional books. I was reading books about teaching writing workshop in the middle school, and as I was perusing Ruth Culham's book Traits of Writing, I came across a few points that gave me a new perspective of my students on this Monday morning. I thought I would share them with you in case you needed a new outlook as well...
Ruth Culham's Five Truths About Middle School Students (6-8)...
Ruth Culham's Five Truths About Middle School Students (6-8)...
- They have a hard time remembering things: students in middle school are at a unique developmental age that honestly makes it more difficult for them to remember things--especially things they deem to be unimportant such as homework. We must still expect the best our students can give, but we also have to realize who we are working with and do all we can to help them be successful despite how their bodies and brains are growing and changing.
- They don't like to do ordinary, repetitve tasks: But then, who does? We need to be sure our planning is meaningful and active. We have been talking about active engagement strategies at the middle school that work to get all students participating in a lesson as well as thinking on higher levels. I needed to give myself permission for learning to be fun and active!
- They must talk to learn: If students are sitting silently for an entire class period, it isn't likely that they are taking in much information. It is important for students to be able to talk through their ideas and learning with their peers and even with their teachers.
- They adore technology: This is one that I struggled with because of the particular lack of access to technology right now due to MAP testing. The book also mentioned things like SMART boards and not having students use pencil and paper all the time to write drafts, which are technologies that I don't have access to. My take away from this is that I need to take advantage of opportunities for my class to use technology whenever I can. Using e-mail discussions with their peers was one idea for developing the trait of "ideas" with students.
- They aren't high school students: This was the biggest new truth for me. No matter their age, we need to be able to see students for who they are in that moment. I am not at all the same person I was when I was in middle school. That person is a former version of me who had her own unique set of problems, beliefs, thoughts, and passions. It is important for us to see our students for who they are and not who they are going to be and teach them as if their current self is the most important person in the world.
Standards Based IEPS
This week, I went to a 1 of 2 week training on Standards Based IEPs.
The reason I signed up for this training was because I had NO idea how to do this for my setting 3 students. Currently, Standards based IEPS are geared towards students who are taking the MCAs. Since I have the DCD Severe/Profound program, my students are exempted from the MCAs and take an alternative test called the MTAS. After learning that our district was required to write this, I was in panic mode, because how do you write a standards based IEP for students who are 1) WAY below grade level standards 2) do not participate in the MCAs and 3) want to continue to work on what the kid DOES need, such as functional skills.
Some of my questions were answered on Friday.
1) I learned that test strands of the MTAS are now listed on the DOE website. With these test strands, it shows what "standards" the students are tested on and SHOULD be worked on throughout the school year
**ok so I know what standards to teach in class, but is it beneficial to "teach to the test?!"
2) I was told that students who take the MTAS and either pass/exceed expectations for 2 years in the a row are exempted from the MCA and required to SWITCH to the MCA Modified. This is different from what I learned at staff development where I was told that students were to take the MCAs and fail it twice before taking the MCA modified.
3) I learned that we don't need to write "grade level" standards as the goals/objectives, but rather a goal that is in the same "strand". I was getting frustrated, because I thought if I had an 8/9th grade student, I HAD to write a standard at that level and basically set up my kids for failure. Instead, we would write a goal that was a "prerequisite" for that standard skill. For example, if a 8th grade standard was "reading paragraphs", I could write a goal that was "identifying sight words", because a student NEEDS to know how to do that before they can read paragraphs.
Hopefully this Friday, we can learn HOW to write these goals and apply it to our students.
Until next time....
<3
The reason I signed up for this training was because I had NO idea how to do this for my setting 3 students. Currently, Standards based IEPS are geared towards students who are taking the MCAs. Since I have the DCD Severe/Profound program, my students are exempted from the MCAs and take an alternative test called the MTAS. After learning that our district was required to write this, I was in panic mode, because how do you write a standards based IEP for students who are 1) WAY below grade level standards 2) do not participate in the MCAs and 3) want to continue to work on what the kid DOES need, such as functional skills.
Some of my questions were answered on Friday.
1) I learned that test strands of the MTAS are now listed on the DOE website. With these test strands, it shows what "standards" the students are tested on and SHOULD be worked on throughout the school year
**ok so I know what standards to teach in class, but is it beneficial to "teach to the test?!"
2) I was told that students who take the MTAS and either pass/exceed expectations for 2 years in the a row are exempted from the MCA and required to SWITCH to the MCA Modified. This is different from what I learned at staff development where I was told that students were to take the MCAs and fail it twice before taking the MCA modified.
3) I learned that we don't need to write "grade level" standards as the goals/objectives, but rather a goal that is in the same "strand". I was getting frustrated, because I thought if I had an 8/9th grade student, I HAD to write a standard at that level and basically set up my kids for failure. Instead, we would write a goal that was a "prerequisite" for that standard skill. For example, if a 8th grade standard was "reading paragraphs", I could write a goal that was "identifying sight words", because a student NEEDS to know how to do that before they can read paragraphs.
Hopefully this Friday, we can learn HOW to write these goals and apply it to our students.
Until next time....
<3
Thursday, September 22, 2011
Augmentative & Alternative Communication
This year, I'm working with two students that communicate using an alternative device. There is also a third student that I believe may benefit from using an augmentative communication system.
Alternative communication devices are typically used for individuals that are non-verbal. One example is the Dynavox V-Max (http://www.dynavoxtech.com/).
Examples of augmentative communication systems may be the Picture Exchange Communication System (PECS) or an electronic device such as an iPad (using apps such as "iCommunicate").
Speech therapy with these individuals is very unique, especially when you add in factors such as cognitive disability, visual impairment, and/or behavioral obstacles. However, it is a very rewarding experience to see these students learn the power of a successful communicative exchange!
Communication can open up a whole new world for these students. They begin to learn that they can have their most basic wants & needs met, without others having to anticipate those wants & needs. Hopefully, as successful communication increases, negative behaviors decrease.
This will be a challenging, but fun year of helping students learn to use their AAC systems successfully!
Wednesday, September 21, 2011
Did you get an email?
Goodness gracious!
After attempting to assist a fellow blogger in posting a new comment, I realized that I invited you all to FOLLOW the blog, not be contributing authors. Which is WHY so many of you couldn’t figure out how the post a new comment!!!!! It’s me, not you.
So hopefully in your email inboxes you received an invitation to be an “author” on the blog if you so choose.
Let me know if you have any additional questions and if you didn't receive an invite - email me at my school address!
Tuesday, September 20, 2011
New explorations
So this year, in my new role - I'm learning many things. It's given me the opportunity to further explore issues such as formative assessment, standards-based grading and homework. I'm attending a conference in October for how to use the socratic method and integrating higher order thinking skills into the classroom. I LOVE learning. As I find interesting and relevant information, articles, or websites that might be of use to some of you - I'll be sure to post them. Currently, I'm between a handful of books but should I come across a site that focuses on practical applications of concepts into the classroom - I'll pass them along! Sharing is caring, folks!
Thursday, August 25, 2011
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