My action research plan was on a student diagnosed with ADHD when he was in kindergarten. He is now in third grade. From speaking with his former teachers, this student's behavior has progressively worsened over the years. The parents do not want him on any type of medication for his ADHD. I have tried numerous approaches (moving his desk beside my desk, to the front of the room, to the back of the room, and keeping his desk out of a group). None of these approaches have worked. The two main behaviors that I am working with Phillip on are his impulsiveness and blurting out answers, constant talking throughout the day, and his not being able to sit at his desk while I am teaching.
Two weeks ago, I began a self-monitoring check-list for Phillip to keep. It's taped on his desk, and he receives a star whenever he remembers to raise his hand before talking and another star for staying in his seat for me to teach through one entire subject. He knows at the end of the lesson, he can get up to get his stars.
I have also implemented a check in/check out system with Phillip. He checks in with me in the mornings and checks out at the end of the day. I write a daily note home to his parents in his agenda.
Researching how to handle this behavior, I found that I should have him concentrate on one or two behaviors that most affected my classroom. I also realized that Phillip is a student that needs a daily reward for positive behavior. I keep the rewards simple (extra computer time, lunch with a friend). I plan to conference with him in a few weeks (or sooner if needed) and make any adjustments and add more variety to his reward system. So far, I am seeing a slight change, and I plan to continue this plan through the rest of the year.
Sunday, February 26, 2012
Sunday, February 19, 2012
Chapter 14 - Culturally Responsive Teaching Practices
With so many culturally diverse students in our schools today, we must be award of the values, beliefs, and customs that these children bring into our classrooms. Teachers must take the initiative and learn as much as they can about each of these students for them to be successful. Speaking from being a third grade teacher for the past eight years, I know that every one of my students wants to feel important. They all want to tell me about their lives, their toys, their families, and the culturally diverse students I"ve had are no different. It's up to us, the teachers, to make sure our students feel welcomed and supported in the classroom. When I had a little girl in my class that hardly spoke any English, I found a story in our basal that had some Spanish words. During our shared reading time, I began by telling my regular students that we would let Veronica say all the Spanish words when we read the story aloud. When we got to a word, I just pointed to it, and she would say it. At the end of the story, I know that Veronica didn't understand what was read, but she did know that she was included in reading the story, and the other students gave her an applause. Every time we read that same story, I think of her and I don't know of any way we could have read that story without her that year!
What do I do wrong? My first year at my school, I have five students from five different cultures. I did not get to learn about each one of them. Looking back, I realize that I did get close to some of those students. Now I realize that it was because the parents reached out to me, too. I did ask the students about their countries, home life, customs, foods, etc., but I wish I had made more of an effort to have shared what I found out with the rest of the class. It would have been a good idea to have made a bulletin board about their home countries. This way, I could have made each child feel more important in that we were learning about their customs and backgrounds. I also learned that African Americans learn better with music, movement, working cooperatively, and have a harder time with deadlines.
In the future, I will make more of an effort to find out about the country, customs, beliefs, foods, etc. of my culturally different students. I have one student now from another country, and I asked him to bring in something from Poland to share with the class. He did bring me several children's books (written in Polish) to share. (I wrote about this earlier.) Since I do not speak the language, we did a picture walk through a few of the books and made up stories. His mother wants me to have these books, so I'll put them away and share them through the years. This was just a small way of letting Lucas and his family know that I was interested in learning more about his country/culture. I do not have any African Americans in my classroom this year, but I learned from my diversity class and from our current textbook that I need to play music and have students work cooperatively when possible. mI have been playing music for years when my students write. Now all of my students want the music playing when they write, and we work in groups whenever possible. I realize that it doesn't matter where you're from, a lot of students like the same things.
What do I do wrong? My first year at my school, I have five students from five different cultures. I did not get to learn about each one of them. Looking back, I realize that I did get close to some of those students. Now I realize that it was because the parents reached out to me, too. I did ask the students about their countries, home life, customs, foods, etc., but I wish I had made more of an effort to have shared what I found out with the rest of the class. It would have been a good idea to have made a bulletin board about their home countries. This way, I could have made each child feel more important in that we were learning about their customs and backgrounds. I also learned that African Americans learn better with music, movement, working cooperatively, and have a harder time with deadlines.
In the future, I will make more of an effort to find out about the country, customs, beliefs, foods, etc. of my culturally different students. I have one student now from another country, and I asked him to bring in something from Poland to share with the class. He did bring me several children's books (written in Polish) to share. (I wrote about this earlier.) Since I do not speak the language, we did a picture walk through a few of the books and made up stories. His mother wants me to have these books, so I'll put them away and share them through the years. This was just a small way of letting Lucas and his family know that I was interested in learning more about his country/culture. I do not have any African Americans in my classroom this year, but I learned from my diversity class and from our current textbook that I need to play music and have students work cooperatively when possible. mI have been playing music for years when my students write. Now all of my students want the music playing when they write, and we work in groups whenever possible. I realize that it doesn't matter where you're from, a lot of students like the same things.
Chapter 9 - Mathematics
Boy did I learn a lot in this chapter that I didn't know! It was interesting to read that poor math achievement may acutally increase as the student progresses through school. To be a successful math student, children must be able to apply multiple concepts and skills in all content areas of math. This may be the answer to why I have so many students in third grade that cannot subtract! Did they just not get the concept in the earlier grades and it continued to snowball? What do I do right in teaching math? First, I use manipulatives in almost every math lesson and each time I reteach. We do not just sit and do math on paper. When we reteach, we also use other hands-on activities. I teach rounding by taping index cards with 100, 200, 300, etc. to 1,000 around my room. Then I give each student an index card with a number on it (236, 475, 921) for them to find the 100 their number is closest to. There's lots of movement and action. Last year, I had a student from a self-contained class come to me for math. He was able to do this activity with no help. We also use lots of art when teaching multiplication strategies. First I'll give my students a sheet of white paper and a handful of cereal (Fruit Loops is good.) and ask them to show a multiplication sentence with the cereal. They draw circles and glue the cereal in place to show the correct answer. These types of math lessons are good for even the students that have difficulty learning math. In third grade we also use lots of drill and practice with subtraction and addition reviews and with learning the multiplication facts. There's lots of guided practice before I have students to sit and drill another student on learning their facts.
What do I do wrong? I do not think about my students with behavioral problems, the ones that are easily distracted, the ones that are inattentive and impulsive, and the ones that don't listen and follow directions when I am teaching math. I expect the same from everyone. I also expect that if a student "gets it" in class to "get it" at home and complete their homework. I need to remember that there are students that struggle with all areas of math. I need to be more aware of these students and provide more feedback to their daily math work.
What do I want to do? I want to start meeting with my four low math students in a small group daily. I think this might help them if I explain the math content material in a samller setting. I could take about 10 minutes and go over the day's lesson and clarify any questions they might have. I want to use the Did I? self-monitoring checklist on page 210 for all of my students. I will have to change some of the wording around, but this would be a great tool for each student to have and complete in their math journals.
What do I do wrong? I do not think about my students with behavioral problems, the ones that are easily distracted, the ones that are inattentive and impulsive, and the ones that don't listen and follow directions when I am teaching math. I expect the same from everyone. I also expect that if a student "gets it" in class to "get it" at home and complete their homework. I need to remember that there are students that struggle with all areas of math. I need to be more aware of these students and provide more feedback to their daily math work.
What do I want to do? I want to start meeting with my four low math students in a small group daily. I think this might help them if I explain the math content material in a samller setting. I could take about 10 minutes and go over the day's lesson and clarify any questions they might have. I want to use the Did I? self-monitoring checklist on page 210 for all of my students. I will have to change some of the wording around, but this would be a great tool for each student to have and complete in their math journals.
Sunday, February 12, 2012
Chapter 13 - Assistive Technology
Assistive technology is a tool to use in the classroom to provide assistance to students in all subject areas. I currently use assistive technology on a daily basis to help every student in my classroom. We use powerpoints for teaching, computer games for reviewing math lessons previously taught and for reviewing/reteaching and practicing, researching information for projects, and reading comprehension. In the past, I had a student where I could not read his handwriting. He was able to use a computer and type his spelling words in ABC order and type his spelling sentences. When I had this student, third graders had to take the PACT writing. He was able to type his writing assignment. My students are currently using Compass. This program ties the student to his/her scores on the MAP tests and provides what each student needs to review. I use this as a station during guided reading time, and the scores are sent to me on the first of each month. This way, I can monitor each student's progress.
Many of the math programs in theis chapter provide individualized instruction/review for each student. I need to check out many of the sites and incorporate them into my students' daily stations. I have several students that are struggling with rounding, subtracting, and multiplying, and some of these math sites could enhance their review. My students beg to get on the computers and onto the educational sites they are required to use. Many of my students also use the pencil grippers daily, and I noticed a site to order them. Since I teach cursive, having a set of these pencil grips would surely help students that have a hard time making correct cursive letters. I need to make the time to visit a lot of the sites mentioned in this chapter.
I don't have a student with special needs that must use assistive technology in my classroom. After reading about the various technology tools/sites available, I can use all of this information to help with regular ed. students as well as low-performing students. I do have four students that are struggling in math. One of these students has failed math the entire year. I plan to look try more of a variety of math sites to see if this will help him. This chapter really opened my eyes even more to lots of available technologies that need to be incorporated into our classrooms. Right now, I am so pressed for time in each lesson I teach. I want to try to begin rotating my studnets on the computers before we start our day. Even 10 to 15 minutes may help.
Many of the math programs in theis chapter provide individualized instruction/review for each student. I need to check out many of the sites and incorporate them into my students' daily stations. I have several students that are struggling with rounding, subtracting, and multiplying, and some of these math sites could enhance their review. My students beg to get on the computers and onto the educational sites they are required to use. Many of my students also use the pencil grippers daily, and I noticed a site to order them. Since I teach cursive, having a set of these pencil grips would surely help students that have a hard time making correct cursive letters. I need to make the time to visit a lot of the sites mentioned in this chapter.
I don't have a student with special needs that must use assistive technology in my classroom. After reading about the various technology tools/sites available, I can use all of this information to help with regular ed. students as well as low-performing students. I do have four students that are struggling in math. One of these students has failed math the entire year. I plan to look try more of a variety of math sites to see if this will help him. This chapter really opened my eyes even more to lots of available technologies that need to be incorporated into our classrooms. Right now, I am so pressed for time in each lesson I teach. I want to try to begin rotating my studnets on the computers before we start our day. Even 10 to 15 minutes may help.
Chapter 8 - Written Expression
I enjoy writing time in my classroom and wish we had more time for it. I am a big component of graphic organizers. Some of my students prefer to use a web, some like to make bulleted lists, and some use the five-box method. At the beginning of the school year, each student brings in a marble notebook for their Morning Journal. Some days they must complete their morning work in it (correcting sentences, math examples, etc.). On Mondays, I have my students write about their weekend. On Fridays, they must write and tell me about something they learned during the week. In third grade most of my students are given an assignment for writing, but I do allow them lots of free choice writing also. I do not grade every piece of writing that my students complete. Sometimes we just write for fun. When I give a writing assignment, I always model it first. I explain exactly what is expected and what I will be looking for in the paper. If we have learned new grammar skills, I tell my students that I will be looking for examples written correctly (plural nouns, commas in a series, etc.). I always keep all student writing in a portfolio. During the year, I have students revisit their writing, and they may add to it or make any changes they'd like to. At the end of the school year, I put each student's writing in a folder and send it home. This way, the parents and the students can see how their writing has progressed through the year.
I have a hard time turning control of editing over to the student. My students use red pens to revise and edit. I want to hold the red pen and just make the corrections. When I conference with a student, I no longer use a red pen. One of my professors told me to just sit on my hands and let the student read their writing to me. I don't make any marks on their drafts. When a student reads it to me, they usually notice what doesn't sound right. I just ask questions to guide them in the right direction.
I like the graphic organizer on p. 193. I have seen the resoure teacher at my school using this. I have several students in my class that aren't skilled writers, and I want to use this organizer with them. I also like how this chapter suggests to provide these less-skilled writers with a list of adjectives, transition words, and any other help needed. SCOPE and COPS are great strategies for editing and implementing for the entire class. I look forward to conferencing with my less-skilled writers and seeing if these ideas can help in any way.
I have a hard time turning control of editing over to the student. My students use red pens to revise and edit. I want to hold the red pen and just make the corrections. When I conference with a student, I no longer use a red pen. One of my professors told me to just sit on my hands and let the student read their writing to me. I don't make any marks on their drafts. When a student reads it to me, they usually notice what doesn't sound right. I just ask questions to guide them in the right direction.
I like the graphic organizer on p. 193. I have seen the resoure teacher at my school using this. I have several students in my class that aren't skilled writers, and I want to use this organizer with them. I also like how this chapter suggests to provide these less-skilled writers with a list of adjectives, transition words, and any other help needed. SCOPE and COPS are great strategies for editing and implementing for the entire class. I look forward to conferencing with my less-skilled writers and seeing if these ideas can help in any way.
Sunday, February 5, 2012
Ch. 7 - Reading Comprehension
I remembered from my diversity class that students from disadvantaged backgrounds may struggle in reading. These students may not have books at home nor the means to get books. They may not have parents that can/do read to them for various reasons. I currently have a student that has never been to the county library. He does not have books at his home. I have spoken to his mother numerous times, and she tells me how she works nights, sleeps all day, and there is no money for books. This student loves going to the library at school, so I suggested to her that maybe she could take him to the county library every few weeks. He gets to go extra times as a reward now in class. He currently is reading on a DRA level 12 (he's a third grader reading on a kindergarten level). I require him to read the story that the class is reading, answer the story hunt questions, and take the same basal tests. He has been tested for any LD, but tests just below the norm. He doesn't qualify for ANY assisstance. His MAP score was also just below the norm, so I can't send him for RtI (we have a cut-off score that determines who goes to this). He is in my below-level reading group. He is provided vocabulary cards, comprehension questions daily, and the opportunity to read silently and orally each day. He has failed reading both nine weeks. I struggle and am frustrated that he can receive no help. Because of all this, I have to have him read the basal and take the same tests as everyone else. He receives no accommodations. In my lower reading group, we do use graphic organizers and concept maps. I have found that this helps all of my students in retelling or summarizing a story. In guided reading, we are currently reading a biography on Thomas Jefferson. I gave each student a sentence strip, and they are making a timeline of Jefferson's life. When we finish the book, I will have each student use the timeline to write a summary on his life. In my reading groups, I will write 2 -3 questions on a white board for students to be thinking about while they are reading. When they finish reading the pages for the day, we will discuss these questions.
I worry about my below-grade-level readers constantly. How am I supposed to expect a student to comprehend third grade material if he is reading on a kindergarten level? Not only does he not understand the stories we read from our novel units and basal, but he struggles with words from social studies and science. He doesn't qualify for any help, so I am to expect him to "get it" like the other students on grade level. My school does not have any reading programs to help third through fifth graders. I have had several meetings with administration and our school psychologist about this student. So far, I am just to continue as we are with him failing every subject.
I am not trained in any kind of reading assistance. In this chapter, I think the SAIL Program would help my below-level students. I am going to speak to our resource teacher about it to see if she could give me some assistance on implementing it (or some form of it) in my classroom. I need to find out more about this program to make sure it would not interfere with guided reading instruction. I will continue using story maps with all students. I know that these help all of my students even if I have to help the lower readers complete theirs.
I worry about my below-grade-level readers constantly. How am I supposed to expect a student to comprehend third grade material if he is reading on a kindergarten level? Not only does he not understand the stories we read from our novel units and basal, but he struggles with words from social studies and science. He doesn't qualify for any help, so I am to expect him to "get it" like the other students on grade level. My school does not have any reading programs to help third through fifth graders. I have had several meetings with administration and our school psychologist about this student. So far, I am just to continue as we are with him failing every subject.
I am not trained in any kind of reading assistance. In this chapter, I think the SAIL Program would help my below-level students. I am going to speak to our resource teacher about it to see if she could give me some assistance on implementing it (or some form of it) in my classroom. I need to find out more about this program to make sure it would not interfere with guided reading instruction. I will continue using story maps with all students. I know that these help all of my students even if I have to help the lower readers complete theirs.
Ch. 6 - Reading Instruction
I have always enjoyed having CLDE learners in my classroom. I love the fact that I learn so much from these children. I was not surprised to read that reading is the primary learning disability (p. 137) of these children. I think it's important to immerse them in the English language and to have them participate as much as possible in the lessons. I have only had one student that came to me not speaking any English. My students loved her, and she knew that she was "accepted". I remembered a story (Pepita Talks Twice) that had some Spanish words in it. I thought this would be a great way to have Veronica feel included. When I came to a Spanish word, I had her pronounce it for the class. We all eagerly awaited the next word so we could hear it spoken correctly! The smile on her face let me know that she felt included. Veronica was a fast learner, and in a matter of a few months, we invited her mother to come in and "speak" to the class, with Veronica translating. Her mother shared some foods and told us about their life in Mexico. I just felt it was important for us to share in her culture. Another thing I did was to collaborate with our Spanish teacher. He provided me with lots of cards with Spanish words on them to post around the room (bathroom, lights, computer, map, pencil, paper, etc.). Veronica did learn English that year. I keep up with her and still tell her that she's a Southern girl now! Her mother also became fluent in English and began teaching it to her other family members.
I'm sure there's so much I did wrong that year with Veronica in trying to teach her English. I have never had any kind of training in this field, so I just did the best thing I could at the time. I made her lots of flash cards with words and pictures. I do remember her not understanding idioms at all when I taught them. It was interesting to read about the problems these students have with figurative language. I wish I had known this when I had this student.
I think that this course has already opened my eyes to the fact that I definitely need to ask for help when/if I get another CLDE student. I will use every resource available at school and our district office. It's important to have high expectations for these students and for them to know that you are interested in their culture. Since we do guided reading in our district, I think I would have a guided reading group just for my CLDE student(s). This small group/one-on-one reading group would certainly help these students and provide me with the direction I need in helping them read.
I'm sure there's so much I did wrong that year with Veronica in trying to teach her English. I have never had any kind of training in this field, so I just did the best thing I could at the time. I made her lots of flash cards with words and pictures. I do remember her not understanding idioms at all when I taught them. It was interesting to read about the problems these students have with figurative language. I wish I had known this when I had this student.
I think that this course has already opened my eyes to the fact that I definitely need to ask for help when/if I get another CLDE student. I will use every resource available at school and our district office. It's important to have high expectations for these students and for them to know that you are interested in their culture. Since we do guided reading in our district, I think I would have a guided reading group just for my CLDE student(s). This small group/one-on-one reading group would certainly help these students and provide me with the direction I need in helping them read.
Sunday, January 29, 2012
Chapter 12 - Assessment
I have implemented the Problem-Solving Model twice this school year. In one student, I noticed low test scores in math during the first nine weeks. Then I noticed how low her math MAP and Benchmark scores were (much lower than the "norm"). With this information, I conferenced with her mother who told me this child had always struggled in math. I have a friend (a former fourth grade teacher) that comes in once a week and tutors this child in math. During the first nine weeks the mom was very receptive of the student attending our RtI class once a week. After her scores did not increase, she refused to allow her daughter to continue attending the RtI math class now and miss related arts. I have another student whose MAP scores are just below the "norm", but his performance on quizzes, tests, and projects in the classroom doe not reflect this. He is failing all but one content area. I did refer his to the school psychologist. He was tested, and his tests showed him just below grade-level. He does not have any classroom accommodations, but I have taken it upon myself to do a few things to help him. Instead of learning 10 spelling words, I have him learn the five third grade word wall words that week. I also give him extended time to test, give him multiple choice questions instead of short answer, and often let him answer questions orally.
Currently, I can't think of anything that I am forgetting or not doing for either of these students. I am in constant contact with both parents. I am providing everything that I can at this point to both students. One student's mom has refused Rti, and the other does attend. However, there is no help for the second student in reading, social studies, or science. He make failing grades in each of these subjects, and I don't know what else I can do at school to help. He does not have any support at home. He is often alone while his mother sleeps (she works nights). She told me that she only went through second grade and cannot help him in any way.
I have offered to help him before school and after. He rides a bus, and mom said she couldn't have him at school earlier. I am sending him to both the math tutor and to math RtI weekly. With this student not qualifying for any accommodations or modifications, I have to take it upon myself to send him for any help that he gets. I plan to put him on the Compass program in the mornings. This will have him working on the areas he needs help in. He also needs some type of motivation. I am working on a self-monitoring behavior plan for him, and I hope we can see some improvement in his grades and work.
Currently, I can't think of anything that I am forgetting or not doing for either of these students. I am in constant contact with both parents. I am providing everything that I can at this point to both students. One student's mom has refused Rti, and the other does attend. However, there is no help for the second student in reading, social studies, or science. He make failing grades in each of these subjects, and I don't know what else I can do at school to help. He does not have any support at home. He is often alone while his mother sleeps (she works nights). She told me that she only went through second grade and cannot help him in any way.
I have offered to help him before school and after. He rides a bus, and mom said she couldn't have him at school earlier. I am sending him to both the math tutor and to math RtI weekly. With this student not qualifying for any accommodations or modifications, I have to take it upon myself to send him for any help that he gets. I plan to put him on the Compass program in the mornings. This will have him working on the areas he needs help in. He also needs some type of motivation. I am working on a self-monitoring behavior plan for him, and I hope we can see some improvement in his grades and work.
Chapter 5 - Classroom Management
I feel that classroom management is one of my strong areas. I like structure, and from Day 1, my students know exactly what is expected. I have my classroom rules posted for every student to see, and at various times during the year, we review them. Most of my students are well-behaved and productive on a daily basis. The times we have chaos in the room is when one of my severely ADHD students has not taken his medicine. This happens a few times a month. At first, I tried to deal with it in the classroom, but his behavior is not like any child's I've ever had. He literally runs around the room, climbs on counters, and crawls under desks and chairs. With this pattern, I decided to discuss options with my school psychologist and our assistant principal. At first, I moved him to the front of the room. That didn't do a thing when he didn't take his meds. Then I moved his desk to the back of the room and hoped he wouldn't disturb any other student. This didn't work either. I then moved his desk beside my desk. Big mistake! He was taking things out of my desk drawers and had to be sent to the office for stealing. He is very impulsive and is out of his seat constantly. Now, I am to send him to the assistant principal when his behavior is disruptive. He has been suspended twice this year due to his behavior.
What I did wrong was to send this student outside my door when he was running around the room. I would keep my door open, and that didn 't accomplish a thing when he came back into the classroom. Whenever I would talk with his mom about the situation, she would tell me that she had forgotten to get his presciption filled or she didn't have the money to get it. Another thing I did wrong was to think that I alone could correct his behavior. The more I dug into his life at home, the more I understood (or tried to) where he was coming from. He has been taken from his mother twice by DSS. He has been through things that no eight year old should ever have to go through.
Currently, we are using a system like the Check-In/Check-Out. My assistant principal checks in with this student every morning and asks if his homework is completed and how his evening was. During the day, he checks in with me on this student's classwork and behavior. At the end of the day, I send a note home to mom that is supposed to be signed and brought back (it is never signed nor brought back). We have set up several I-team meetings between our school psychologist, assistant principal, mom, and myself to discuss this child' classroom behavior. Over the past week, he has begun stealing from me and other students and lying to me, our assistant principal, and to his mom. Mom says that nothing has changed at home, but we are seeing a side of this student that we haven't seen before. I asked our assistant principal and the school psychologist about this student talking with a guidance counselor. Mom did not agree with it and said that she was taking him to talk with someone already. When I asked her about this later, she admitted that she had cancelled the last few appointments. My next step is to begin a daily point system as discussed in this chapter and to follow-up with mom about him seeing a mental health person.
What I did wrong was to send this student outside my door when he was running around the room. I would keep my door open, and that didn 't accomplish a thing when he came back into the classroom. Whenever I would talk with his mom about the situation, she would tell me that she had forgotten to get his presciption filled or she didn't have the money to get it. Another thing I did wrong was to think that I alone could correct his behavior. The more I dug into his life at home, the more I understood (or tried to) where he was coming from. He has been taken from his mother twice by DSS. He has been through things that no eight year old should ever have to go through.
Currently, we are using a system like the Check-In/Check-Out. My assistant principal checks in with this student every morning and asks if his homework is completed and how his evening was. During the day, he checks in with me on this student's classwork and behavior. At the end of the day, I send a note home to mom that is supposed to be signed and brought back (it is never signed nor brought back). We have set up several I-team meetings between our school psychologist, assistant principal, mom, and myself to discuss this child' classroom behavior. Over the past week, he has begun stealing from me and other students and lying to me, our assistant principal, and to his mom. Mom says that nothing has changed at home, but we are seeing a side of this student that we haven't seen before. I asked our assistant principal and the school psychologist about this student talking with a guidance counselor. Mom did not agree with it and said that she was taking him to talk with someone already. When I asked her about this later, she admitted that she had cancelled the last few appointments. My next step is to begin a daily point system as discussed in this chapter and to follow-up with mom about him seeing a mental health person.
Webliography
1. http://www.interventioncentral.org/ (Intervention Central)
This site provides free resources to help struggling students. It provides a Behavior Report Card maker, math worksheets, reading fluency passages, word lists, and a list of the latest interventions to use in the classroom.
2. http://www.rti4success.org/ (National Center on Response to Intervention)
This site tells you what you need to know about RtI. It provides an easy to follow graphic on screening, progress monitoring, and the multi-level prevention system. There are webinar series and on-line chats. It also tells you how to implement RtI.
3. http://www.studentprogress.org/ (National Center on Student Progress Monitoring)
This is a technical assistance site to monitor student progress and provide implementation support. This site offers online training and webinars in various areas on special ed., math, AYP, RtI, and progressive monitoring in math and reading.
4. http://www.fcrr.org/ (Florida Center for Reading Research)
This is a reading site that provides research, reading assessments, and reading instruction. It also provides technical assistance for improving literacy for PreK-12. There are student-centered activities, projects, and instructional materials.
5. http://www.as.wvu.edu/~scidis/hearing.html (What Teachers Need to Know about Sensory Impairment)
This site provides strategies for teaching deaf students. It has easy to read lists to adi all teachers of these students. There are general strategies to aid in reading, writing, what to avoid, discussions. Testing strategies are also listed.
6. http://www.tqsource.org/ (National Comprehensive Center for Teacher Quality)
This is a resource for strengthening teacher quality. It provides technical assistance, webcasts, lists of specific events. This site is also designed to help at-risk schools.
7. http://www.nrcld.org/ (National Research Center on Learning Disabilities)
This is a site for teachers, psychologists, administrators, and parents. It provides answers to questions and gives info on LD, RtI, how-to topics.
8. http://add.about.com/ (ADD/ADHD site)
This is a parent-friendly site that defines ADD/ADHD and provides symptons, how children are diagnosed, and various treatments.
9. http://www.adhdcarecenter.com/ (ADHD Care Center)
A site that discusses the symptoms of ADHD.
10. www.EverydayHealth.com/ADHD (Everyday Health)
This site gives tips on correct foods/diets for children/students with ADHD. It also gives some advice for traveling with children with ADHD.
11. http://en.wikipedia.org/wiki/Individuals_with_Disabilities_Education_Act (IDEA)
This site provides a definition for the Individuals with Disabilities Act. Here one can also read the provisions of the act and find out who is eligible. IEPs (Individual Educational Plans), low performing students, attention to problems of minority populations, funding, and unrealistic goals are all discussed.
12. http://en.wikipedia.org/wik/No_Child_Left_Behind_Act (No Child Left Behind Act)
This site defines the law; provides updates on the act/the law; the effects on teachers, schools, and districts; the problems with state tests; effects on the gifted and talented and students with disabilities; explains the least restrictive environment and early interventions; discusses how to discipline a child with a disability; discusses amendments of the act and provides lists/explanations of current Supreme Court cases.
13. http://www.ku-crl.org/sim/strategies.shtml (Center for Research on Learning)
Great site that provides lists of learning strategies to use in math, reading, writing, studying and remembering information, improving assignment and test performance, interacting with others, and self-motivation.
14. www.ehow.com/effective-teaching-strategies-asperger_s-students.html (Teaching Strategies for Students with Aspergers)
This site describes the challenges for the student and gives strategies for the teacher to use. It offers related articles/videos on Aspergers, the symptoms, some assistive technology, and use of visual aids.
15. www.ehow.com/how_8097746_tech-students-severe-behavior-problems.html (Teaching Students with Severe Behavioral Problems)
This site states and discusses the top five strategies to use in your classroom for a student with behavioral problems.
16. www.as.wvu.edu/~scidis/motor.html (Strategies for Teaching Students With Motor/Orthopedic Impairments)
Strategies given for the teacher to use for students with epilepsy, cerebal palsy, autism. General strategies offered, along with adaptations for the classroom, test-taking strategies, wheelchair accessibility/safety in all areas.
17. http://www.as.wvu.edu/?~scidis/sitemap.html (Disabilities, Teaching, Strategies, and Resources)
This is a collection of over 800 teaching strategies to help the teacher of students with various disabilities. It has a list of accommodations, organizations, resources, a list of books and videos.
18. http://buildingrti.utexas.org/ (Building RtI Capacity)
This site provides a section for teachers and one for parents. It discusses RtI in the middle school, lists effective instructional practices, effective collabortion, differentiated instruction.
19. http://state.rti4sucess.org/ (RtI State Database)
State database providing various resources on topics related to RtI, policies, training, and tools per each state (Early Intervention, screening, team building, cultural diversity).
20. http://www.ideapartnership.org/ (IDEA Partnership)
Collaborative work of 50+ state and local organizations to improve the educational services of all students with disabilities. Provides links to ASD, the Common Core Standards, RtI, NCLB, IDEA, monthly newsletters, and webinars.
21. http://www.onlinestory.net/ (Online Stories)
This is a wonderful website that has actors/famous people) reading various children's books aloud. Students are able to follow along as the words are also posted on the screen as the story is read. This would help struggling readers. The site also provides activites for the students.
22. http://www.brainpopjr.com/ and http://www.brainpop.com/ (Brainpop)
This is an educational site that my third grade team uses almost daily in introducing new content and in reviewing something already taught. It appeals to children by using a cartooned robot and little girl/boy to explain the subject matter. It also offers an easy and a hard test. This site can also present the information in other languages.
This site provides free resources to help struggling students. It provides a Behavior Report Card maker, math worksheets, reading fluency passages, word lists, and a list of the latest interventions to use in the classroom.
2. http://www.rti4success.org/ (National Center on Response to Intervention)
This site tells you what you need to know about RtI. It provides an easy to follow graphic on screening, progress monitoring, and the multi-level prevention system. There are webinar series and on-line chats. It also tells you how to implement RtI.
3. http://www.studentprogress.org/ (National Center on Student Progress Monitoring)
This is a technical assistance site to monitor student progress and provide implementation support. This site offers online training and webinars in various areas on special ed., math, AYP, RtI, and progressive monitoring in math and reading.
4. http://www.fcrr.org/ (Florida Center for Reading Research)
This is a reading site that provides research, reading assessments, and reading instruction. It also provides technical assistance for improving literacy for PreK-12. There are student-centered activities, projects, and instructional materials.
5. http://www.as.wvu.edu/~scidis/hearing.html (What Teachers Need to Know about Sensory Impairment)
This site provides strategies for teaching deaf students. It has easy to read lists to adi all teachers of these students. There are general strategies to aid in reading, writing, what to avoid, discussions. Testing strategies are also listed.
6. http://www.tqsource.org/ (National Comprehensive Center for Teacher Quality)
This is a resource for strengthening teacher quality. It provides technical assistance, webcasts, lists of specific events. This site is also designed to help at-risk schools.
7. http://www.nrcld.org/ (National Research Center on Learning Disabilities)
This is a site for teachers, psychologists, administrators, and parents. It provides answers to questions and gives info on LD, RtI, how-to topics.
8. http://add.about.com/ (ADD/ADHD site)
This is a parent-friendly site that defines ADD/ADHD and provides symptons, how children are diagnosed, and various treatments.
9. http://www.adhdcarecenter.com/ (ADHD Care Center)
A site that discusses the symptoms of ADHD.
10. www.EverydayHealth.com/ADHD (Everyday Health)
This site gives tips on correct foods/diets for children/students with ADHD. It also gives some advice for traveling with children with ADHD.
11. http://en.wikipedia.org/wiki/Individuals_with_Disabilities_Education_Act (IDEA)
This site provides a definition for the Individuals with Disabilities Act. Here one can also read the provisions of the act and find out who is eligible. IEPs (Individual Educational Plans), low performing students, attention to problems of minority populations, funding, and unrealistic goals are all discussed.
12. http://en.wikipedia.org/wik/No_Child_Left_Behind_Act (No Child Left Behind Act)
This site defines the law; provides updates on the act/the law; the effects on teachers, schools, and districts; the problems with state tests; effects on the gifted and talented and students with disabilities; explains the least restrictive environment and early interventions; discusses how to discipline a child with a disability; discusses amendments of the act and provides lists/explanations of current Supreme Court cases.
13. http://www.ku-crl.org/sim/strategies.shtml (Center for Research on Learning)
Great site that provides lists of learning strategies to use in math, reading, writing, studying and remembering information, improving assignment and test performance, interacting with others, and self-motivation.
14. www.ehow.com/effective-teaching-strategies-asperger_s-students.html (Teaching Strategies for Students with Aspergers)
This site describes the challenges for the student and gives strategies for the teacher to use. It offers related articles/videos on Aspergers, the symptoms, some assistive technology, and use of visual aids.
15. www.ehow.com/how_8097746_tech-students-severe-behavior-problems.html (Teaching Students with Severe Behavioral Problems)
This site states and discusses the top five strategies to use in your classroom for a student with behavioral problems.
16. www.as.wvu.edu/~scidis/motor.html (Strategies for Teaching Students With Motor/Orthopedic Impairments)
Strategies given for the teacher to use for students with epilepsy, cerebal palsy, autism. General strategies offered, along with adaptations for the classroom, test-taking strategies, wheelchair accessibility/safety in all areas.
17. http://www.as.wvu.edu/?~scidis/sitemap.html (Disabilities, Teaching, Strategies, and Resources)
This is a collection of over 800 teaching strategies to help the teacher of students with various disabilities. It has a list of accommodations, organizations, resources, a list of books and videos.
18. http://buildingrti.utexas.org/ (Building RtI Capacity)
This site provides a section for teachers and one for parents. It discusses RtI in the middle school, lists effective instructional practices, effective collabortion, differentiated instruction.
19. http://state.rti4sucess.org/ (RtI State Database)
State database providing various resources on topics related to RtI, policies, training, and tools per each state (Early Intervention, screening, team building, cultural diversity).
20. http://www.ideapartnership.org/ (IDEA Partnership)
Collaborative work of 50+ state and local organizations to improve the educational services of all students with disabilities. Provides links to ASD, the Common Core Standards, RtI, NCLB, IDEA, monthly newsletters, and webinars.
21. http://www.onlinestory.net/ (Online Stories)
This is a wonderful website that has actors/famous people) reading various children's books aloud. Students are able to follow along as the words are also posted on the screen as the story is read. This would help struggling readers. The site also provides activites for the students.
22. http://www.brainpopjr.com/ and http://www.brainpop.com/ (Brainpop)
This is an educational site that my third grade team uses almost daily in introducing new content and in reviewing something already taught. It appeals to children by using a cartooned robot and little girl/boy to explain the subject matter. It also offers an easy and a hard test. This site can also present the information in other languages.
Tuesday, January 24, 2012
Ch. 3 - Low-Incidence Disabilities
I have only had one student with a low-incidence disability. She was a high-functioning autistic student. Her parents were very involved in our school, and I collaborated with them and our resource teacher quite frequently about her. This student was an above-average reader and wanted to read all the time. She was exceptionally bright in math also. Her handwriting was horrible, and we continuously worked on making it more legible. She was in my regular education class for the entire day and was only followed by our resource teacher as needed. Whenever she got excited, she would start shaking her hands. This was actually the first thing I noticed about her when we met. Her main problem was organization, and she never knew where anything was. She had to be reminded to write down her daily assignments. She was a bit socially awkward and was often alone at recess. Her desk and cubbie looked like a trash can! I would have to get another student to help her clean it. Other than the above, this student did not require any additional support/help from me. Her parents did ask that I have her sit in the front of the class. She was an all A student for the entire year.
The resource teacher proposed that I keep a daily chart on this student for having her homework in a specific folder and completing a desk check every Friday. This was not my idea. It got to be too much to have to clean that desk every Friday, so I did not follow through on that checklist. I really didn't agree with doing this. (We cleaned out desks anyway every time it rained and we had indoor recess.) There was just not an appropriate time during class to have her clean out her desk.
I did keep this student close to the front of the classroom or where I was standing. I encouraged her and other girls to play together. Looking back, I wish I had gotten her a small trash can to keep beside her desk. This might have helped with the desk. Her mother would cry whenever we had meetings because she worried about this student not having a close friend. I encouraged the other girls in the class to ask her to play, and they would, but she refused. Looking back, she was a happy little girl. She's now in fourth grade and smiles and hugs me every time I see her. She loves hearing her current teacher bragging about her to me. I feel that she's slowly coming out of that shell.
The resource teacher proposed that I keep a daily chart on this student for having her homework in a specific folder and completing a desk check every Friday. This was not my idea. It got to be too much to have to clean that desk every Friday, so I did not follow through on that checklist. I really didn't agree with doing this. (We cleaned out desks anyway every time it rained and we had indoor recess.) There was just not an appropriate time during class to have her clean out her desk.
I did keep this student close to the front of the classroom or where I was standing. I encouraged her and other girls to play together. Looking back, I wish I had gotten her a small trash can to keep beside her desk. This might have helped with the desk. Her mother would cry whenever we had meetings because she worried about this student not having a close friend. I encouraged the other girls in the class to ask her to play, and they would, but she refused. Looking back, she was a happy little girl. She's now in fourth grade and smiles and hugs me every time I see her. She loves hearing her current teacher bragging about her to me. I feel that she's slowly coming out of that shell.
Ch. 2 - High-Incidence Disabilities
I currently have four students diagnosed with ADD/ADHD. Three of the students are from supportive families, and one has no support at all from home. He lives with a single mother and a younger sister, who is also ADHD. This student has been in foster care, and his mother recently got both children back. She works night shift at a gas station. Drugs have been involved in this student's entire life. Homework and projects are never done. Classwork is completed only if I stand over him or tell him it'll have to be done during his recess. He never studies, and his grades reflect it. On his current report card, he failed all but one subject. There is no motivation at all. When I noticed that he was making 10s and 20s on spelling tests, I started writing his words in colored markers on index cards. I discovered that whenever I did this, his spelling test grades would improve. I then decided to take his study guides for ss and science, put them in a large baggie, and he would at least take that baggie home and read over the study guides. From there, I prepared a baggie with pencils, notebook paper, and colored pencils for him to keep together at home. This student was retained in kindergarten and currently reads on a kindergarten level. His MAP scores are just a little below the norm, so he doesn't qualify for any services (resource was what I hoped for). I have referred him to our I-team, and we have set up a behavior plan. It consists of me writing his assignments daily and completing a checklist of daily behaviors and expectations. Often, this student does not get his medication. He cannot sit in his chair, he runs around the room, he climbs on the counters, and talks continuously. Focusing is a major issue even when he is on his meds. I keep him at the front of the room (and always near me).
Due to the major behavioral issues (stealing, lying, and no support from mom), I know that I am impatient with him. Since he has no IEP, 504, or any accommodations, I expect the same from him that I do from my other students. I have discussed this student numerous times with my assistant principal and our school psychologist. They agree that I have no reason not to expect the same from him. However, he has failed most every subject the entire year. I feel that I am letting him down.
This student needs to feel some success. Instead of expecting him to study ten spelling words, I can give him the five third grade words for a few weeks. I can also provide him some time in the morning to complete homework. I do provide him with all necessary materials to complete projects (that never get done). Maybe I can have this student not take the work home, but let him work on assignments during a related arts time. I think he needs a different type of behavior chart. Instead of a chart with a long list of "accomplishments", we need to have a shorter list to start with and gradually add to it as he sees some success.
Due to the major behavioral issues (stealing, lying, and no support from mom), I know that I am impatient with him. Since he has no IEP, 504, or any accommodations, I expect the same from him that I do from my other students. I have discussed this student numerous times with my assistant principal and our school psychologist. They agree that I have no reason not to expect the same from him. However, he has failed most every subject the entire year. I feel that I am letting him down.
This student needs to feel some success. Instead of expecting him to study ten spelling words, I can give him the five third grade words for a few weeks. I can also provide him some time in the morning to complete homework. I do provide him with all necessary materials to complete projects (that never get done). Maybe I can have this student not take the work home, but let him work on assignments during a related arts time. I think he needs a different type of behavior chart. Instead of a chart with a long list of "accomplishments", we need to have a shorter list to start with and gradually add to it as he sees some success.
Sunday, January 22, 2012
Chapter 4 - Collaboration
Collaboration takes place on a daily and a weekly basis by my grade level team. We formally meet once a week to plan lessons and discuss any issues that arise. We all bouce ideas off each other about how to help our lower-performing students. Not only do I collaborate with my grade level, but I also talk with our resource teacher. She has provided me with valuable ideas to help several of my resource students. I have also gone to her for some ways to help my regular ed. students. This year I also have an ESOL student that is having problems in note-taking, organization, and completing work. He currently is not served by ESOL, and he has no classroom accommodations. The administrators at my school are a great source for ideas also. My principal and assistant principal are currently involved with one of my students regarding grades and behavior. They have suggested I use a positive behavior plan (taped to his desk). My assistant principal has a behavior plan that he is implementing with the same student.
We have had an I-team meeting with the administrators, mom, the school psychologist, and myself. Of all the issues we have discussed (failing grades in every subject, no homework is ever done, disruptive behavior in class and on the bus), I feel that the entire responsibility of this child's success is on me. Yes, we have implemented a behavior plan that requires the student to write down every assignment and have his mother signe the agenda that the work was completed. This has not been done. I am the one writing down his assignments to ensure that she gets them. When projects have been assigned, I gather the required materials and send them home for him to do the work. Somewhere between school and home. they are lost because mom tells me that she never saw them. I have him tutored in math each week, and I send him to RtI class in ELA weekly. I am seeing no evidence where he's being helped. I think I do have some anger that his mom is not holding up her end of the I-team process.
I want there to be accountability on mom's end. I want her to ensure that her child completes his assignments by initialing that all work has been done. It's hard to keep a line of communication open with her due to her work hours (nights). I want her to make sure he completes all of his homework at home and not send him to school with a note saying for me to let him do it at recess. She must take some responsibility, also. My students had a project assigned, and I sent all the materials home with him twice to be completed. It was due last week, and he has yet to bring in any part of the project. We do have another meeting scheduled on Friday, and I am going to suggest that she call me once a week to touch base. I would like for him to receive help in reading at school. Right now it's not offered.
We have had an I-team meeting with the administrators, mom, the school psychologist, and myself. Of all the issues we have discussed (failing grades in every subject, no homework is ever done, disruptive behavior in class and on the bus), I feel that the entire responsibility of this child's success is on me. Yes, we have implemented a behavior plan that requires the student to write down every assignment and have his mother signe the agenda that the work was completed. This has not been done. I am the one writing down his assignments to ensure that she gets them. When projects have been assigned, I gather the required materials and send them home for him to do the work. Somewhere between school and home. they are lost because mom tells me that she never saw them. I have him tutored in math each week, and I send him to RtI class in ELA weekly. I am seeing no evidence where he's being helped. I think I do have some anger that his mom is not holding up her end of the I-team process.
I want there to be accountability on mom's end. I want her to ensure that her child completes his assignments by initialing that all work has been done. It's hard to keep a line of communication open with her due to her work hours (nights). I want her to make sure he completes all of his homework at home and not send him to school with a note saying for me to let him do it at recess. She must take some responsibility, also. My students had a project assigned, and I sent all the materials home with him twice to be completed. It was due last week, and he has yet to bring in any part of the project. We do have another meeting scheduled on Friday, and I am going to suggest that she call me once a week to touch base. I would like for him to receive help in reading at school. Right now it's not offered.
Chapter 1 - Response to Intervention
Effective teachers use numerous types of intervention daily for their students. Most of the time, interventions are used in the regular classroom with the regular education teacher. In my classroom, I currently have regular ed. students that I work with daily (in math) by using an informal type of intervention. It may include pulling these five students to the reading table to work with them in a small group on a specific skill, or it may mean sending them out with a tutor that I have that comes in once a week for additional support. I collaborate with the tutor weekly on the skills that the students need extra help with. Of these five students, I send the lowest two (from MAP and Benchmark scores) out once a week to our Response to Intervention class. This is a 45 minute class that is taught by related arts teachers. I do not use MAP and Benchmark scores only to help me identify struggling students. When I have evidence from quizzes and tests that a student does not understand or has not grasped new material, I immediately try another teaching strategy. If a student continues to struggle in class, I talk with an administrator and/or our school psychologist about possible I-team referral. From there, the psychologist will test the child for any learning disablility.
I know that there are some students that "fall through the cracks". How does a child get to third grade reading on a kindergarten reading level? How am I to expect that student to read assignments and understand what he has read? I currently have this student. He cannot read nor can he write a complete sentence. My school is the fourth school in the district that he has attended. He was retained in kindergarten. His MAP scores are just a little below the norm. His Benchmark scores are below grade level. I have provided him with one-on-one instruction, additional time to take tests, read tests aloud, given him notes and study guides, sent him to work with the tutor, and sent him to RtI. When tested, he did not have any learning disabilities. With all of this, there has been no changes in his classroom performance/grades. I have referred him to the I-team. This consisted of a behavior plan and his mom/family working more with him at home. None of this is working. I have gone to our assistant principal for input on the situation. He is following up with another behavior plan between them.
I want to have another I-team meeting with our principal, school psychologist, assistant principal, guidance counselor, mom, and myself there. Due to budget cuts, my school no longer offers any help to struggling readers in grade three. WIth mom's lack of education, she has said there is a limit to what she can help him do. He must ride the bus to and from school and cannot come before or after school for any additional help. I want him to have help in reading, writing, and math. I want there to be accountability by our school and by his mom. I keep daily charts on his behavior and his homework and classwork being completed. She must take on some of the responsibility and ensure us that he gets his homework and school projects completed. I am open to any other suggestions.
I know that there are some students that "fall through the cracks". How does a child get to third grade reading on a kindergarten reading level? How am I to expect that student to read assignments and understand what he has read? I currently have this student. He cannot read nor can he write a complete sentence. My school is the fourth school in the district that he has attended. He was retained in kindergarten. His MAP scores are just a little below the norm. His Benchmark scores are below grade level. I have provided him with one-on-one instruction, additional time to take tests, read tests aloud, given him notes and study guides, sent him to work with the tutor, and sent him to RtI. When tested, he did not have any learning disabilities. With all of this, there has been no changes in his classroom performance/grades. I have referred him to the I-team. This consisted of a behavior plan and his mom/family working more with him at home. None of this is working. I have gone to our assistant principal for input on the situation. He is following up with another behavior plan between them.
I want to have another I-team meeting with our principal, school psychologist, assistant principal, guidance counselor, mom, and myself there. Due to budget cuts, my school no longer offers any help to struggling readers in grade three. WIth mom's lack of education, she has said there is a limit to what she can help him do. He must ride the bus to and from school and cannot come before or after school for any additional help. I want him to have help in reading, writing, and math. I want there to be accountability by our school and by his mom. I keep daily charts on his behavior and his homework and classwork being completed. She must take on some of the responsibility and ensure us that he gets his homework and school projects completed. I am open to any other suggestions.
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