A Tough Year...

Alright, so, I already broke my own promise to blog on Monday mornings.  My plan was to use my new found planning time each week to blog about something meaningful.  I forgot that we were off of school for Presidents' Day on Monday, so I pushed it to Tuesday.  Then, we got a snow day!  A wondrous, glorious snow day!  Our 5th so far this year... but thankfully we aren't to "blizzard bags" or make up days yet.  If all goes correctly in Ohio, we'll just progress with the year as planned.  But I am really hoping the snow is done.

I have a strange feeling inside that God gave me these snow days for a great reason.  I'm having a tough year and try to go with the motto of "just get through it and make next year better."  Before I get the whole "pick your head up, do it for your students, be the change" argument, you don't know what kind of year I've had.

And unless I want to make the year worse, I'm not going to be necessarily blog about the details.

What I'm interested in is this:

How do you get through a tough year?

I've been trying to decrease my work load, focus on the good things in my life, meditate, become more mindful, celebrate small successes, remember I'm there for the kids, eat healthier, go to bed earlier, stress less over the work, etc., etc., etc.

It's helping, it is.

But I'm still struggling.

I need to find some inspiration, some way to make it through the days, a way to want to get out of bed in the morning...

I started looking around my house, my bedroom, my photo albums.  I tried remembering the years that were great, the great students we turned out, the wonderful parents who supported the program.

I couldn't seem to turn away from this picture.

I remember back then, I thought it was a challenging year.  I thought I was trying my best, I was stressed, but feeling successful.  If I had known then what I know now...

The day that is captured in the pictures is the day that the Cleveland Plain Dealer came to announce to my whole school that I was going to win a Crystal Apple.

I know what you're thinking... it's about the award. It's all about ME.  But it wasn't.  It was the fact that my students were there, even though it was an "after school staff meeting."  Their parents were there. My family was there.  And I learned that not just one parent nominated me, BUT THREE.  We called them "the big 3" back then, and I never imagined that I would learn so much from those three kids, and their parents.

It was a good day and a good year.

I was challenging kids.  My boss believed in what I was doing.  My team was behind me every single day.  The aides were like family to me.  The kids?  They were amazing.

We had finally gotten the program under our belts.  It was the third year in Room 5, our room for students with moderate-intensive special needs.  We were making new materials, assessing, working together.  The kids were incredible.

I had figured out what I believed in and it was to include our kids as much as possible.  Our team had the same philosophy, we had grown together...  I knew that it would be my uphill battle, but I was willing and happy to advocate for every program, material, field trip, and minute spent in an inclusive setting.

I told my principal that it was "my most difficult year" so far.  He told me that I said that every year...

In 2014, the kids are still amazing.  And that's what I need to focus on.  The kids.  The kids are incredible, they are making progress, they are learning to read, count coins, write complete sentences.  They are growing.

But still, I wonder how many years I can do this job...

How do you handle a tough year?

Teaching Written Expression to Students with Mod-Intensive Special Needs

In an effort to examine the way that I approach the instruction of written expression to my students with moderate-intensive special needs, I have had a chance to speak with others who teach students with special needs.  Several have shared the ways that they go about teaching written expression to our students without the help of a "program" or specific curriculum. 

In the past 6 years, I have tried to stream line the way I teach writing and use a task analysis approach to my instruction.  Using principles of ABA, I often use more of a discrete trial method, continuously practicing and reinforcing a concept at one to one teacher table until it is mastered.

I've heard from other colleagues around the country (via twitter and email) about their similar approaches. Because our students differ, we have varying methods. But, one thing is the same. Written Expression Instruction for our students is complicated.  

Below, I outline the way that I instruct written expression for my K-3 students with moderate to intensive special needs:

Only after learning letters and letter sounds and working on basic handwriting skills with pre-writing strokes, I start with writing capital and lowercase letters that represent a sound.  I say "write the letter that says /b/."  My student should write a "B" or a "b."

Once we have mastered writing (with some sort of accuracy so I can tell what letter I am looking at), I move on to writing three letter words in the cvc (consonant-vowel-consonant) pattern to label a picture.  We see a picture of a hat and we should write h-a-t.  I help sound out the word by tapping out the sounds on my arm (beginning sound at the wrist, medial sound at the elbow, and ending sound at the shoulder).  While learning to do this, we are also practicing receptively choosing beginning, medial, and final sounds in cvc words.

Below is a page we might use to label items with cvc names like pen, hen, can, hot, pot, and ten.  We would typically work on this together once we have already made words with letter cards or on the iPad app called ABC Magnetic Alphabet.

Once we've mastered labeling pictures, we move to making sentences using picture cards and word cards.  I show a picture of a simple object like a dog.  Then I say "What is this?" and the student constructs the sentence "This is a dog."  We work on varying the start of the sentence with "It" or "I see" to make sentences like "I see a dog." or "It is a dog."  During this time, I reinforce capital letters and periods to make complete sentences.  We watch a Brain Pop Jr. video and practice, practice, practice.

Then we move to pictures of people or fictional characters doing something so that we can make sentences with a verb + ing.  Using picture cards and word cards, I ask "What is he doing?" The student will then make a sentence like "He is walking."  I change my question to use "she" and "they" as well.

We work then on writing the sentence we've formed with the word cards.  Then writing the sentence without the word cards.

Once we can write one sentence about a picture, I move to two sentences.  Using the same method as above, I show a picture and say "What is this?"  The student should write "This is a dog."  Then I ask "What color is it?" or "Is it big or little?"  The student can then write a sentence with a defining characteristic like "It is brown."  We then point out that we have two capital letters and two periods and that means we have written two sentences.

Once we can master that, I show the picture and say "Write two sentences."  

In addition, I plan to start adding in more "errorless" writing in which I can give a sentence with a blank space and several correct choices for a response like this (Thanks to Jennifer Waer aka @spoowriter for this awesome example): 

I'm am incredibly interested in discussing this topic with other teachers who work with students with moderate-intensive disabilities and hope that I'll hear from some.  

Thanks to some members of my PLN, @teachwtechbrox, @specialteachk, @tperran, and @spoowriter, for your support and help. :)

My Goals, in Retrospect...

This is the first time I am revisiting these goals and reflecting on them specifically since the school year ended...

So much has happened, and I haven't had much time to think about these specifics.

I never imagined that, at the end of this, my 10th year as a teacher, I would be packing up and shipping out.

After having been in the same building for the last 9 years, I am getting moved over to another elementary school in our district.  It's still bittersweet and I am still trying to reflect on the week I found out, and the events following it.

Instead, I should take some time to reflect on our school year and the learning of my students...

In the 2012-2013 school year, a relatively "easy" school year with only 4 students with moderate to intensive special needs turned into another tough year with 6 students with moderate to intensive special needs.  In November, a new third grader joined us, and in March, a new second grader.

We also added 1.5 additional special ed. aides to make our little family just that much larger- 6 students, 6 special ed. aides, and me. :)

Here were the goals I originally set for myself along with my progress and commentary in red. :)

Goal 1: By the end of the year, first and second graders will have created an e-portfolio in Weebly.com.
2 of 3 second graders completed this task and 2 of 2 first graders.  Unfortunately I did not get to this with one third grader and one second grader as they had other needs that took priority.
            A.  Second graders will create e-portfolios in the first week of September. Done.
            B.  First graders will create e-portfolios in the 2-3 week of September. Done.
            C.  Second graders will add to their e-portfolio weekly. We did this, yes.  The weekly entry was a spelling test.  However, more meaningful writing did not take place weekly as I had hoped.  Our writing progress was good, but slower than anticipated this year.
            D.  First graders will add to their e-portfolio every other week. This was tough.  One student added weekly with a spelling test, but the other was more sporadic.  Again, not as much writing progress as I would have liked, slow but steady.

Goal 1: Moderate Success. :)

Goal 2: During the school year, students will use iPads for a creation tasks at least 3 times each.  Yes!  I believe I accomplished this with my students.  One student used I Can Animate to make stop-motion videos with our Legos.  Next, we used the Felt Board app to create characters from the book Freckle Juice by Judy Blume.  Lastly, we worked on using the App Toontastic Jr. Shrek.  This was very cool.
           A. Try out Puppet Pals. We did not try Puppet Pals.
           B.  Try out I Can Animate. Yes!
           C. Find another great App for Creation for my students (Garage Band? Poplet? Type Drawing?
                Toontastic?) Yes!  Toontastic Jr. Shrek and Felt Board.



Goal 2: Success!!

Goal 3: During the school year, participate on school teams, as a valuable team member. Instead of being the leader of many teams, I got back this year to find several of "my committees" had been cut from the committee list anyway.  Somehow, I ended up on the Field Day committee and I surely think this was a success in 2013!  I also worked on the planning team for EdCampCLE 2013 and didn't take over. :)


Goal 3: Success!

Goal 4: Participate in the Global Read Aloud with Charlotte's Web. Yes!  We loved it although we are hoping for a shorter book in Fall of 2013.  There was A LOT of work to do to make additional visual cues for every chapter, every setting, and every character.  We also used the cartoon movie version after every reading each chapter to make sure we understood the plot.
           A. Complete at least 3 Skype or Facetime sessions. Rats!  We Skyped only once this year during the Global Read Aloud, but also Skyped one time during Right to Read Week.
           B. Collaborate in at least 2 other ways with other classes.  Because the book was so long, we struggled to collaborate with other students during this time.  The focus was on OUR comprehension....


Goal 4: Still a success in my book!

Goal 5:  In any one day, leave the building after NO MORE than 10 hours of work.  Success!  in 177ish student school days, I was successful at this in at least 75% of trials. :)  

Wait, does leaving work and going to a 3 hour class on Applied Behavior Analysis once a week count as "leaving?"

Beginning my 10th Year...

Wow. Is 2012 over yet? This has been one of the most difficult years of my life and I am ready for it to be over. But, I wonder, is that fair to my students? I think not. So, in the next week, I'm trying with all my might to gain the strength and the energy to get excited about this school year...

A tentative agreement might help... I can only pray that it's on the way...

In the past several months, I've heard some difficult things about teachers. I've made some tough choices about my involvement in "fighting the good fight."  And I realized a great many things about myself in the process...

During these months, we've heard these kind of things...

"Teachers are greedy."

"Teachers are selfish."

"Teachers are self serving."

"Teachers work 177 days a year, 6 hours a day. It might as well be a part time job."

"Teachers are liars."

"The teachers should go on strike already, anybody would be happy to have their jobs."

"Anyone could do a teacher's job, how hard could it be?"

"Teachers coming out of college could make $30K, after a few years when they want to make more, they can go out and get real jobs."

"Teachers shouldn't make more than $75.000 a year."

"You should be happy you even have a job."

"You are caretakers of the unteachables."

And my personal fave... "The teachers are terrorists!"

Without telling the whole story of our Board of Education-Teacher- Support Staff Negotiations Saga this summer, I'm sure you can make your own assumptions about how well they are going judging by the QUOTES listed above.  Yes, those were actual quotes.

After a difficult school year last year, this was not the summer I anticipated. And after a summer full of stress and additional work, I don't feel rejuvenated for a new year. Not only that, I didn't spend the summer collaborating with other educators, reading teacher books, or LEARNING like I usually do. I didn't spend the summer honing my craft as I usually do. And now, I wonder, will I be letting my kiddos down?

So, I have to refocus.

I have to refocus on my kids and on my classroom and I have to set some goals for the year.

My own little IEP for the 2012-2013 School Year-

My Present Levels:
I have had my third grade students make e-portfolios for the past 2 years.
I have used iPads in our classroom for the past 1.5 years, mostly for drill and kill and motivational purposes.
I have participated on teams, typically as the leader, in our building, but tend to take on TOO much.
I have had my class participate in one Global Read Aloud with Flat Stanley.
I typically work 12-13 hours a day IN THE BUILDING.


Goal 1: By the end of the year, first and second graders will have created an e-portfolio in Weebly.com.
            A.  Second graders will create e-portfolios in the first week of September.
            B.  First graders will create e-portfolios in the 2-3 week of September.
            C.  Second graders will add to their e-portfolio weekly.
            D.  First graders will add to their e-portfolio every other week.

Goal 2: During the school year, students will use iPads for a creation tasks at least 3 times each.
           A. Try out Puppet Pals.
           B.  Try out I Can Animate.
           C. Find another great App for Creation for my students (Garage Band? Poplet? Type Drawing?
                Toontastic?)

Goal 3: During the school year, participate on school teams, as a valuable team member.

Goal 4: Participate in the Global Read Aloud with Charlotte's Web.
           A. Complete at least 3 Skype or Facetime sessions.
           B. Collaborate in at least 2 other ways with other classes.

Goal 5:  In any one day, leave the building after NO MORE than 10 hours of work.

I might be adding on in the upcoming days, but for now, if I can complete these tasks, I will feel that this is a great year.

What are your goals for your year?

Dear Superintendent... AND his Response...

Aug. 2011

Dear Superintendent,

I wanted to write you a quick email to let you know how much I enjoyed the meeting this morning.  I felt motivated and positive, after having laughed with you, to go back to school and get to work.  As you know, I love the students I work with and can't wait for them to get here on Wednesday.

I want to share something with you however, and it is, in NO WAY, meant to criticize or offend you.  I want to share something that I truly hope with you, my "dream" if you will...

Someday I hope that, at a district staff meeting, we will hear the true accomplishments of the students, teachers, and staff here. 

Here's what I mean...

Sure, I am proud of the kids who took AP classes and received scholarships.  I am proud to have been one of those students who learned and flourished at our High School and I am proud to say I had great teachers.  I am proud to say that most of our students are high achievers, have great families, get scholarships, and are part of the National Honor Society as I was.  I am proud to think that most of our students "pass the test." 

But someday, I hope that you will talk about the real accomplishments of the district.

I hope you will talk about the kids with "disabilities" who can be serviced by our Schools and who don't need to be sent to a "private school" to learn.

I hope you will talk about the Kindergartener with autism who came to school completely nonverbal and, in one short school year, learned how to communicate using an iPad.

How about the kids who come to school speaking another language only, who somehow, with the help of that preschool, kindergarten, or first grade teacher, learn and communicate in English in such a short time?

I hope you will talk about that kiddo with Down syndrome who came to school as a Kindergartener throwing shoes, but who left for Central being fully included in his Science and Social Studies class with his "neurotypical peers," the girl who used to jump off of tables in the hopes of reaching the candy on the highest shelf who can now sit and wait her turn to get her birthday treat, the boy who read an entire decodable reader on his own when some doctor told his parents he never would...

Someday I hope you will talk about the students who bring smiles to our faces just because they are alive and thriving in PUBLIC school.

I know that these are not the things the "public" wants to hear, but they are the things that keep many of us in our schools, working hard, every single day.

Just my two cents...

Morgan
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Here's his response... to the WHOLE district... :)  THANK YOU!

Congratulations on another great start! 

As I traveled from building to building this week I witnessed true professionals relay high expectations for learning in many, many ways.  Whether during Chippewa’s parent night, Hilton’s preschool transition efforts, individual kindergarten assessments being conducted at Highland, or through personal first day conversations about student needs with teachers at the middle school, it is all very impressive.  I observed high school class meetings and study halls facilitated with clarity of information and direction and I enjoyed standing in the halls at Central as teachers gently conducted fourth grade first day of school tours.

“You guys” don’t get the pleasure of watching “you guys” work.  It is truly inspiring.  PLC questions are posted in rooms throughout the district. “I Can” statements are visible on chalk boards and bulletin boards in easy to understand student terms.  Parents are buzzing around assisting with start-up needs, while cafeteria, maintenance, custodial, secretarial, and transportation personnel work diligently behind the scenes to adjust schedules and processes to accommodate students and staff.  And don’t forget the changes that BeeKeeper staff members are incorporating with half-day kindergarten schedule changes. 

We aren’t operating on all eight cylinders yet but; it’s just around the corner.  Thank you all for all that you contribute!

After convocation, I thought about a portion of our student population that I wish I would have more fully included in my remarks regarding academic performance.  It didn’t hit me until I received an email from a staff member followed by a visit to the middle school cafeteria. 

Special needs students in our district are part and parcel to our excellent rating.  Advances gained at our middle school last year as a result of an entire staff’s work to incorporate learning labs and to maintain laser-like focus on instruction and intervention necessary to increase capacity for success helped us regain our excellent status. 

Special education teachers, instructional aides, intervention specialists and regular education teachers working together district-wide are making a difference. Successes like the Kindergartener with autism who came to school completely nonverbal who, in one short school year, learned how to communicate using an iPad or the child with Down syndrome who came to school as a Kindergartener throwing shoes, but who left for Central being fully included in his Science and Social Studies classes with his "neurotypical peers," are examples of seldom heard accomplishments. 

High school students who earn scholarships to college and tearful IEP meetings where parents and teachers share personal, incremental success occur year after year in our district. These and countless other stories like them bring smiles to our faces just because special needs students are alive and thriving in our district.  Again, there is much to be done.  But, you can stand with pride knowing you are connected with this type of efficacy and excellence.

Our first three day weekend of the year is here.  Enjoy the reprieve.  You’ve earned it.  As stated earlier in this submission, we enjoyed a great start.  Please visit the District’s website and view the “First Day” video. I hope you find it entertaining.  It provides a three minute representation of the fun I enjoy when I take advantage of opportunities to be with you and students.  Have a WONDERFUL WEEKEND. 

Thanks again for all that you do!

Reflections of This School Year

There were lots of things I did this school year that I LOVED!

Then, there were other things...

And it's important to reflect on what went well and what didn't go so well to be able to become better. A better teacher.  A better learner.  A better me.

First, I'll start by showing you this- My 2010-2011 School Year Goals. Yes, it's true, I sort of wrote an "IEP" for myself.  

I set goals for myself and hoped to accomplish them by the end of the school year.  I found myself opening this document, reading it, and closing it, opening, reading, and closing, etc., etc., etc. 

I found myself changing priorities over the school year. 

I found that, the only person who was accountable for this list, was me.  IS me.  

And the only person who can make me any better, or any worse, is me.

So, how did I do?

1. Increase parent/family/community communication and engagement

Well, let's see.  I did update our classroom blog page weekly and you can see it at http://staff.bbhcsd.org/kolism.  This was good, but way too easy.  I did not manage to print the Weekly Newsletter for the one family who does not have a computer.  Honestly, I did not believe they would be interested in the newsletter, and that was probably just irresponsible of me. 

I did manage to get a Swim Party together at my house and 10 of my current and former students along with their parents and siblings attended.  This was a great move and really helped parents to get to know each other.  It was also something that the kids remembered all year long and asked about for this summer.  

I also sent group emails to parents and maintained "Friday Folders" that went home weekly with all of the papers, handouts, and extras from the classroom.  This is the best way for us to do this with all of the other folders and books that go home every day from the other classrooms.

I did not manage to plan monthly outings and I did not have a monthly door decorator.  I also did not schedule any "mystery readers" nor did we manage to have third grade e-portfolios ready for "student-led parent teacher conferences."

On the this goal, I would this "Not Yet Mastered."


    2.  Integrate more technology.

Thankfully, we have the resources here, and I have the passion for this goal to be possible.  But did we do it? 

My first objective was to check into Weebly.com to set up some e-portfolios for my 3 third grade students.  Done!  We set them up, chose our backgrounds, learned how to manage text, paragraphs, photos, icons, and took our spelling tests here weekly.  We added some of our best work and lots of photos.  And we'll pass these on to our fourth grade teachers to see our work!

These 3 e-portfolios were going so well that we added our second graders as well.  I set up 2 more sites on Weebly.com for my 2 second grade students.  We will get to continue working on them next school year.

I set up our BoardMaker activity pads and got good use out of them for the 2 quarters of school... until we discovered, wrote a grant for, and received our iPads... 


We learned and relearned all of the computer vocabulary that we had worked on last year and know the parts of a computer and now, an iPad.

We were also able to integrate web sites for literacy such as Wordle, Glogster, and VoiceThread this year with all of our students, K-3, in Room 5.

We used the Flip Camera all year and the end of the year video was a success!


Goal 2 was definitely successful!


    3.  Integrate more functional skills.


This is a tricky one.  I always find it difficult to balance academic work, behavioral and social skills work, and functional skills (like hand washing, setting the table, pouring milk, becoming independent with daily tasks).  

There are only so many hours in the day.  And I STRONGLY believe that our kids with moderate/intensive special needs (or whatever you may call them), should be learning things that are "standards-based" just like all the other kids in the school.  They need to learn to read because they CAN read.  And what about addition, subtraction, telling time, counting coins, graphing, multiplication, etc.  But then, identifying feelings in yourself and others, sharing, turn-taking, self-calming, learning intrinsic motivation, making friends, sustaining play, playing cooperatively, etc., etc., etc. are all important too.  And then when do I teach setting the table, washing your hands, folding towels, sorting laundry by color, sorting silverware in the silverware tray, reading food labels, identifying safety signs, and all the other important stuff?


So, this year, I tried to find a better balance with some collaboration and help from the Speech and Language Pathologist too.  

Some of the functional skills that various students, or all 7 students, worked on were folding towels, setting the table, using calculators, telling time, using a computer, keyboarding, counting coins, passing food during holiday celebrations, taking turns, playing board games, playing outside games, frosting cupcakes, following recipes, identifying feelings in self and others, self-calming strategies, learning phone number and address, identifying emergencies, calling 911, and talking to police officers, firefighters, and paramedics.

I think we did well here, but would like to improve even more next year.  We are going to make our "Police Officers, Firefighters, Paramedics, and Emergencies" Unit even bigger and practice using a special phone from the Broadview Heights Fire Dept. to practice calling 911 in the event of an emergency.  This is a concern as our students get older and we want to begin helping to bridge the gap between emergency service personnel and kids with special needs.


    4.  Improve classroom structure and organization.


I only had a few objectives here and need to change them again for the next school year.  Our classroom has to change each year based on the needs of our students and changes year after year.  In an ideal world, we would get a bigger classroom.  We'd have various one to one teacher stations, independent stations, a play/leisure area, a gross motor area, a place for the OT, a place for the SLP to come in for therapy, a space for our computers, and more!  But, we work with what we have, so we'll need to make changes again.  This year, our room will have a "pirate ship" as a self-calming space for one of our incoming students.

    5.  Establish a better PLN to collaborate, contribute, LISTEN

Wow. What a year it has been for the "PLN" and "PLC" movement.  I didn't have to do much here other than read my twitter page, read blogs, write in my own blog, and listen to my own school district.  We are building PLCs for next year in our own district and thus, collaboration!  

Plus, #edchat and #spedchat whenever I can participate.

Plus, the Reform Symposium from last summer and the one coming up at the end of July.

Plus, my twitter friends, my blog readers, my favorite blog posters, those who comment and RT... 

This one was easy.  Mastered and Continuing.

So, in terms of "my own IEP," I think I did well.  

Another successful year.

Did you set goals for yourself this year?  Did you accomplish them?  Did you forget about them?  Did you have time to work on them?

Reflections on 3 students over 4 years... Success!

Monday, June 6th will start the very last week I have as the teacher of the three most energetic, loving, gentle, funny, lovable, smart, and amazing little kids I have ever known.

Because I teach special education, I can't use their names.  But will refer to them as students M, H, and O. (A, B, and C or 1, 2, and 3 just seems too impersonal).  And please forgive me if I give too many details or not enough.  I am already crying while typing...

A little background first-  Four years ago this week, my principal (now retired), another special ed. teacher, and I were sitting at a table discussing the future of special education at our school.  A new "unit" would be started at our school and who would be teaching it?  It was for kids with more intense special needs, and I was running the resource room for kids with LD and other more mild/moderate disabilities.  The other teacher was doing more inclusion and a bit of resource room as well for mild/moderate kids too. 

Suddenly, like a lightning bolt from God, I blurted out, "What if I do it?"

The principal stared at me, and I have no idea what she was thinking at that moment, even to this day.  The other special ed. teacher looked pleased. 

"No, seriously, what if I do it?  Then, she could take my job now, and you could hire or move a 50% person to do the rest."

"Let's think on this," our principal said.  And we left it alone for the remainder of the day.

The next day I went to her.  "I want to take it.  I called the state to see if I could teach in this room.  I can."

I had no idea how these two conversations would change my life for the next four years... And how much I believe that this idea really did come right from God.

Enter today, June 4th.  I'm preparing for my last week with my first 3 students in this "unit."  Other kids have been in the "unit" which we refer to as only "Room 5," but none as long as these three.

They came to me as Kindergarteners, students M, H, and O, and they will leave for fourth grade as my greatest accomplishments in life, the people I am most proud of, the ones who've changed my life like no one else ever could.

Student M.  She came into Kindergarten and I had no idea what to expect.  She was a bubbly, bouncing, happy, angry, smart, sweet, little girl who had one thing on her mind- SUGAR.  My little Student M would run, sprint, push through students or adults, go into other classrooms, scale walls, jump from tables and chairs, or climb up cabinets to get to cupcakes, donuts, or candy.  We would chase after her and needed the help of a behavior/autism specialist who actually told us "I have never seen a student like this."  After we had exhausted her ideas, we did our own FBA with the help of our own school psychologist.

Today, in third grade, my beautiful little Student M still loves her chocolate.  She loves those cookies and ice cream.  But you know what, I have had a bowl of Hershey's Kisses on my desk for over two weeks, and she has not taken even one!  She has asked with full sentences if she could have one, maybe once a day, BUT she has NEVER taken one!

Success!

In Kindergarten, Student M would run from adults when they asked her to complete undesirable activities.  She would run to another room, she would run down the hallway, she might even run out the door.  The principal even had to make the difficult decision to put an inside lock on the gym door that led to the parking lot so that my precious little Student M would not run out and get hit by a car.  The lock would at least slow her down.

Today, in third grade, Student M is able to play outside, on the grass island in the middle of the parking lot with us with only the words "Stay on grass please."  No worries of running off, getting hit by car, going anywhere.


Success!

And today, in third grade, Student M is learning multiplication.  I never imagined... Four years ago, I never imagined... Comprehending chapter books, using the computer independently, typing, using the iPad, reading independently, following directions, participating in conversations...

Success!

These are just a SMALL, SMALL portion of the successes and progress that she's made.  She's amazing. A-mazing.


And she's changed my world. Forever.

Student H.  Wow. 

Student H came to me in Kindergarten with limited interests and lots of self-stims.  He'd trialed lots of "programs" and had lots of tutors and his mom told us then "He hates balls.  He hates sports."  During Kindergarten, when his class did the "Alphabet Chant" and hand movements, Student H would stand and flap his hands and vocalize.  He rarely used any expressive words.  He rarely did anything independently.  He didn't play anything reciprocally and would've preferred to flip cards all day long.  He never protested anything.  He didn't appear to attend to much, and I wasn't quite sure if he was learning anything I was trying to teach him.

Today, in third grade, Student H can give expressive answers that are understood!  He can use his talker to give his responses too!  He can complete up to 20 minutes of work independently that includes using a calculator to solve addition and subtraction problems.  He can read independently and answer comprehension questions.  He can comprehend chapter books on a third grade reading level when read aloud to him.  He can laugh at the funny parts.  He LOVES sports.  He plays basketball and could spend hours throwing and catching a ball outside.  He plays with Play-Doh, Moon Sand, and in the sand table. He uses the iPad and selects the games he likes. He pushes things away that he doesn't like.  He types, spells, labels objects, uses an e-portfolio, counts coins, tells time to the hour and half hour...

Etcetera, etcetera, etcetera.

Success!  Success!  Success!

There is no limit to what my Student H is going to be able to do.  He has become my inspiration.  Just when I question a kid... I'll remember Student H... and BELIEVE... because they can ALL learn and they are ALL learning, even if it doesn't always appear that way.

And last, but never least-

Student O.

This kiddo and I had a rare connection from the day he walked into my world.  He was "my guy" and I was "his best teacher" and he would spend every day for the next four years telling me so.  "You my best teacher," he would say, my heart melting.

In Kindergarten, this guy was a little angry.  Writing was hard so he would throw his pencil across the room.  He didn't like his aide so he would throw his shoes at her.  Reading was unnecessary to him unless the cards had pictures of Winnie the Pooh or Dora the Explorer on them.  Math was out of the question.  Playing outside was not a choice.  Sharing toys was an outlandish request.  Student O did what he wanted when he wanted, and then he turned on the charm.  "I so sorry Kolis.  I not do it again.  You my best teacher."

In first grade, my guy refused to use the bathroom at school to have bowel movements.  He would get stomach aches and refuse to go into the bathroom.  "It dirty Kolis."  "I no use the bathroom."  "I no sick."

In second grade, we had to do extensive lessons on personal space vs. social space, touching other kids, asking for hugs, and being more socially appropriate.  "I hug you Kolis."

Today, in third grade, my guy, Student O, is adding, subtracting, counting coins, writing complete sentences, typing, maintaining his own e-portfolio, telling time to the hour, half hour, and quarter hours, measuring, using measurement tools, giving oral presentations to the class, and is still included with general ed. peers for science and social studies.  He reads, he practices sight words, he comprehends chapter books.  HE USES SARCASM and tells jokes!  He maintains friendships with other kids with disabilities AND general ed. peers.  He plays outside and runs outside and even uses bubbles! 

He is "my best guy" and I am "his best Kolis."

Success, Success, Success, Success....

I'm not sure how, at the end of this week, I will be able to pass them on to the fourth grade, to the next district building, to the Central School.  I'm not sure how I will be able to pass their materials on to another teacher, another IEP team, another "case manager." 

I'm not sure that I will be able to say "goodbye."

I know that change is good, and I know that Student M, Student H, and Student O are ready...

But I'm not sure that I am...

A Way to Express It All... May 15th, 2011

It's been awhile since I've written a blog post because I have been such a mix of emotions this school year.  There have been issues that I would love to write about, but so many are confidential or just plain unprofessional to post publicly.  Some are just frustrating and can't be expressed in any sort of words that would appear as anything more than complaints.  And I can't complain about my life, my job, my work.  I love this work, but there is so much more work to be done...

So today, I have just created a word cloud of what I am thinking and feeling in an effort to express myself this May 15th, 2011.

More on Differentiation... Real Strategies.

Back in July of 2010, I wrote a post called Differentiation: Stop Rolling Your Eyes...and I was reminded this week why I so strongly believe in the concept of "differentiation" even if it is a "buzz word" or a "passing fad."

I don't believe it's a passing fad because it can never get old to teach ALL kids.

Nonetheless, this week, our district provided us with some professional development on "differentiation" by bringing in speaker and author Dr. Michael Optiz.  Dr. Optiz has written many books such as Do-able Differentiation and Literacy Lessons to Help Kids Get Fit and Healthy.  Dr. Opitz gave some great ideas, shared some great children's literature, and was a generally nice and knowledgeable man.

While I found Dr. Optiz and his suggestions worthwhile and meaningful, I also believe its important to remember that meeting the needs of all learners does not have to be some elaborate plan or something you've planned weeks in advance.  Differentiation is good teaching.

Because I believe that differentiation is something I do well (because I have to do it every single day because of my job!), I would like to share some more ideas for easily differentiating in the classroom (for more ideas, please see the post from July 2010, "Differentiation: Stop rolling your eyes...").

1. In an elementary school science class, students often work on concrete concepts such as categorizing animals or the digestive system.  Make a few extra visuals for your visual learners.  Put a copy of the visuals on the students' desks who might need an extra visual or two to understand the concept.  Reference the visuals by walking by and tapping the correct visual when you are speaking about a topic.  Where to find the extra visuals?  Try Google Images.  It's free!

2.  In addition to extra visuals, maybe some students need to move items during instruction (tactile learners). Try to make some file folder tasks that the students might be able to manipulate during the lesson.  File Folder Tasks are easy to make and can be used year after year.  You might need to invest in some Velcro, but often you can find it cheap if you look in craft stores for "hook and loop" tape or straps.  You can also think about writing to Velcro and asking for any "scraps" that they can share.  They've sent our school two big boxes of Velcro!

Here are some sites for file folder tasks that you can print out and use:
- File Folder Heaven
- Enchanted Learning File Folders
- The Virtual Vine
- File Folder Fun
- My File Folder Games

3. Graphic Organizers.  Sure, it's good practice to use graphic organizers with everyone, right?  But some kids may need graphic organizers to organize their thoughts about a story they just read, about the social studies content that was delivered, about the writing they plan on doing... Graphic organizers are an easy way to make reading, writing, and learning more visual and organized.

Where to get pre-made graphic organizers?
- Reading A-Z. If you are lucky enough to subscribe, there is a HUGE library of graphic organizers.  If you don't get Reading A-Z, wait for their Open House in May and check out their resources!
- Freeology.com : Free Printable Graphic Organizers
- Education Oasis: Graphic Organizers
- Teacher Vision: Graphic Organizers
- Super Teacher Worksheets: Graphic Organizers

4.  Leveled Readers.  Find different books on different levels on the SAME TOPIC.  If you are reading about dinosaurs, find a picture book, an I CAN READ book like Danny the Dinosaur, and a nonfiction reader about dinosaurs.  Flexible groups can read different books and then the whole class can have a discussion on dinosaurs.  Do the same with other concepts.

5. Do all of the kids need to take the dreaded "timed test" for math facts?  How about having different ways to assess math facts?  I haven't seen a content standard that says "Student must complete 5000 addition facts in 5.2 seconds," have you?  Why do we even give those timed tests anymore?  I thought we were looking to create thinkers who use different strategies to get to the same answer.  What if some kids took the timed test while others played an addition game on the computer like "Adding Bricks" and others played an addition game on the iPad like "Math Magic" and others used the Touch Math strategies to be able to answer the facts?

Now, how can you apply these SIMPLE strategies in your classroom? 

Yikes! I Don't Know What I'm Doing!

After seven years, one quarter, and 4ish weeks of being a teacher, I still have days when I think to myself, "Yikes, I don't know what I am doing!"  These thoughts generally occur to me and send me into a state of panic on the last day of a break, such as today.  I know I'll have the same feeling on Jan. 2nd, and the last day of spring break, and again on the last day of next summer.

When we've had more than 3 days off, I tend to think I have no idea what I am doing.  I forget about the previous 7 years, 1 quarter, and 4 weeks, and start to panic.  I stare at my lesson plan template for a Monday and think "I have no idea what we are going to do tomorrow."

I start to breathe a little faster.  And I close my eyes and imagine the resources I have in my room so I can think of something to put into the lesson plans.  My head says "Am I really responsible for 8 little kids and their education?  What do I know?"  And I sit with my eyes closed and my fingers on the keyboard.

Three years ago, I used to walk into my principal's office after each break and, I would tell her "I don't know what I'm doing."

She would stare at me, then laugh a little.

"What?  Yes you do.  Go back to your room."  This was her response after the third time I did this.

Hahahahahaha... That was exactly the answer I needed.

Yes I do.  I know what I'm doing.  I know what we are doing next, and even though I teach something different at this time every single year to every single kid, I know exactly where we are headed.  And I know it, inherently now.

You see, there were years when I would pull out the content standard books.  And there were years when I would have the books and the website pulled up at the same time so I could reference the content standard as quick as possible.  And then I could check it off.  I would sit with old lesson plans of each student and check off where we'd been and where we were headed.  I would keep each IEP next to me to make sure I included goals and objectives each day so I could instruct and then assess regularly to keep data.  I would keep a chart for each student of both IEP objectives and then content standards to make sure each student was introduced and instructed on each standard...

But now, after the panic settled, and I remembered what my former principal used to tell me, I could breathe again.

I know exactly where we've been and exactly where we are going.

And if you asked me about any 1 of those 8 students, I could tell you, without having to look it up.  I could tell you about his or her data.  I could tell you about his or her likes and dislikes, his triggers, her favorite foods, his best friend, her new "stim" and all her former "stims."  I could tell you how many times I've tried to teach her how to count coins in how many different ways. I can tell you what meds she's on and what he eats for breakfast every day.  I can tell you how long he's been working on the Dolch Primer Sight Word List.  I can likely tell you what joke he may tell during circle time or what icon she may click first 99 out of 100 times on the computer.

But I have to remind myself that I know these things.  I have to write blogs to be able to reflect on these facts.  I have to remember these things when I hear those comments about being "status quo" or "mediocre."

Because at least 4 times a year, I forget that I know, and I question myself.

Please believe that I still look things up once in a while and still reference IEPs and content standards, but often, it's to confirm things I already know.

And today I can confirm something I already knew, that I was meant to be a teacher.

"Differentiation" Stop rolling your eyes...

Inspired by the afternoon session of #edchat today, I feel that there's a need for a blog post about Differentiation.

Oh yeah! Another buzz word!

I know. I've seen your eye rolling.  I've seen your finger quotes around the word "differentiation." 

But, keep reading, I might hook ya.

Sure, we all know what differentiation is, right?  Well, we sure know the definition that we can give if asked by an administrator or community member: Differentiation is teaching to the needs of every learner.  It's giving different strategies to different learners to get the same result: a good grade on the standardized test, right?

Wrong.

I'm not looking for the definition, but some practical applications, because I'm just not convinced that it's as difficult as we make it seem.

(But what about the teachers who say that "Differentiation" takes up too much time??? Well, as I read tonight on #edchat from @web20classroom and I quote "We take the time for things that are meaningful in our lives. If education and kids aren't meaningful, time to move on." Priceless.)

So, here, some practical applications of "Differentiation:"

1. Upon reading a book in an elementary school classroom at the "carpet area," allow students with attention concerns, sensorimotor problems, or other sensory issues to sit in chairs, bean bags, or in a defined space on the carpet away from other wandering hands.

2.  While reading a story to elementary school students, stop to ask questions to help make connections.  Being aware of students' baseline levels, ask one student to name the characters in the story.  Ask another student to tell which character is his favorite and why.  Ask the nonverbal student with autism to point to a verbally named character.  

3. @suedensmore gave a great example from her music class during #edchat-"Differentiation: some kids can play the lead part, others play more supporting w/less notes. We all play the same song."

4.  In a 3-8 math class where students are expected to know the times tables, place a multiplication table on the desk (or inside a notebook or the front cover of a text book to be more discreet).  Better yet, hand the student a calculator!

5.  If you know that one of your students works at a slower pace than the others and you hand out a worksheet that needs to be completed, why not CUT THE WORKSHEET IN HALF for that student.  OR, do it for half the class (no one will know which students need less work). 

6.  STOP TEACHING WITH WORKSHEETS! But, if you must, alter the worksheets for students.  Remember that students with special needs like autism or Down syndrome are often visual learners, but so are many others.  Take out extraneous detail or distracting content.  Limit text on the page.  Provide visual cues and less answer choices. (If you didn't create the worksheet, but are photocopying it, use White Out or place a Post-It over the section you want to delete while you copy the page.)

7.  In high school, let the student decide what grade to work for.  Give out a rubric for an A.  Give out a rubric for a B.  Give out a rubric for a C.  Tell the students that they can choose to get any grade they want A-C depending on the work they complete.

8.  While lecturing and expecting students to take notes in a high school or middle school class, consider handing out a template ahead of time to students who may need it.  Allow students to record lectures.  Consider recording your own lectures using a Flip Cam and post your lectures online to help students make connections between their notes and your presentation. 

9. In an elementary classroom where students are learning to add and subtract, try using Touch Math.  Teach this method of counting touch points to the whole class, and let students choose to use the strategy or not.  Do the same with touch points for coins.

10.  In a Kindergarten when writing their names, some students can use a #2 pencil, some students may need a fat tipped marker, some students may need to use stamps, while other students may need to use a keyboard to type the letters.

11.  In P.E. class, if a student cannot perform the assigned task, can it be modified?  If the student can't do jumping jacks, how about just the legs?  or just the arms?  How about running in place? 

12.  Writer's Workshop.  One student may be encouraged to write a paragraph and type it on the computer.  Another student may be encouraged to write a complete sentence and check it with a proofreading checklist.  Another student may still be asked to draw a picture.   Another student might make a graphic image or even post his work on glogster.

I believe strongly that, if you don't "differentiate," you truly are not doing your job as an educator. 

And the term "differentiation" is just a buzz word for something that's been around forever, it's called good teaching.  It's called great teaching.

And great teaching never goes out of style.

10 Things Special Ed. Teachers Should Be Able To Do...

After reading the post What Teachers Should Be Able To Do on the "What Ed Said" blog tonight, I got to thinking...

If I made a list of 10 things that every special ed. teacher should be able to do, it would go something like this:

10. Write a legally defensible IEP using the IEP writing software provided by his/her district. (i.e. When learning the new software, do not ask, out loud, how to log in to the computer.)

9.  Give a reasonable learning objective for every activity planned throughout the course of the school day.  (Sure, you might see my student playing Wii Bowling once a month, but I have at least 5 objectives tying to his IEP objectives, developmental stages, and academic content standards that explain why.)

8.  Proofread an IEP written by someone else and ask questions/provide suggestions/find errors.

7.  Explain and/or demonstrate how he/she stays up to date or gets the latest research or information on best practices in special education.  (Can you say PLN?)

6.  Describe how your students can use at least one new piece of technology in making life/communication/ social skills/ social situations/ academics easier.

5.  Relay the relevant background information and likes/dislikes of each student on your caseload without having to look it up.

4.  Describe, demonstrate, or provide evidence of the research based strategies/ interventions/ methods used in your classroom.

3.  Describe or demonstrate assessment and data collection for each student on the caseload.

2.  Create student schedules, special education aide schedules, therapy schedules, and a personal daily schedule from the school master schedule keeping in mind the exact minutes of pull out or inclusion each student has listed on his/her IEP.  Execute and tweak that schedule.

1. Communicate with parents!  Blog, twitter, daily reports, Friday folders, progress reports, notes home, phone calls, emails, etc., etc., etc...

But yikes, this list could go on and on and on and on....

Turning Best Practices Into Daily Practices

This was, by far, the best presentation of the two day Ohio Conference for Classroom and Special Education Teachers in January of 2010. This presentation “Turning Best Practices into Daily Practices” was given by Anne Beninghoff. Anne is an internationally recognized consultant and trainer with more than 25 years of experience. She has published several books and videos and focuses on creative and practical solutions for effectively including students with diverse learning needs.
Not only did Anne give real and practical information, but she also shared the names and publications where the research for this information is published. Anne covered these 9 Best Practices: Increasing Participation, Focusing Attention, Identifying Similarities and Differences, Using Non-linguistic Representations, Making Connections, Determining Importance, Strengthening Memory, Summarizing, and Challenging Thinking.

An example of turning “Making Connections” into a daily practice- Lighting Up the Brain- Get a large chart paper. Draw a large brain (oval with lines throughout) on the chart paper. Ask students to gather around the large brain on the floor. Give each student a marker. Ask students a question to tap prior knowledge (example: What do you already know about the Solar System?). Students write something they already know about the Solar System in the brain on the paper. Teacher gets glow in the dark paint (Michaels, JoAnns, Pat Catans). Teacher puts paint next to each fact that the students already knew about the Solar System. Turn off the lights and see the brain light up! (This is after discussing with the class that when you make connections in class, you “zap” your brain with electricity.) Students can literally see how their connections (prior knowledge) make their brain light up (glow in the dark paint).

An example of “Strengthening Memory” as a daily practice- Spelling Shapes- There are 5 memory paths. Two of the memory paths are semantic memory (word based, used most in schools, hardest to access) and episodic memory (location-driven, easiest to access). In order to use both of these memory paths to learn new spelling words, try this. Hand out a graphic (an example could be a stick figure person). Tell the class the first new spelling word (an example could be the word ’squish.’) Ask- Where should we place the word ’squish’ on this picture? Students may suggest to the put the word ’squish’ under the foot of the stick figure person. Tell the class that the next spelling word is ‘queen.’ Students may suggest to draw a crown on the person and place the word ‘queen’ inside. This method continues for the rest of the words. The students can then take the drawing/spelling words home to study.

MANY other strategies were discussed and I can share them upon request.

Interventions and such...

Along with some educational book reviews, I may start posting some Intervention Strategies on this blog page.  As an "Intervention Specialist" (more commonly known as a special education teacher), I think I have some valuable things to share.  Keep in mind that the Interventions that I will share are all research based (unless otherwise noted).  I did not create these interventions and I will not take credit for them.  I will however, share them.  :)

My most valuable websites for finding research based interventions are:

http://www.interventioncentral.org/-  While semi-hard to navigate and visually overstimulating, this site has GREAT resources.  They have research based interventions, curriculum based measurements, data collection charts, progress monitoring tools, etc., etc., etc.

http://www.fcrr.org/- The Florida Center for Reading Research now has a Search Tool!  This is so exciting!  Search by grade level and/or problem area.  My favorite by far.

http://www.touchmath.com/- I live and die by this math program.  I love it.  I should really work for this company.  I cannot stay enough good things about this program.