A Day in the Life of a Resource Lab/Learning Center!


Dear Readers,

Someone emailed me and thought it would be a good idea if I shared how a day in my life at the Resource Lab  looked. I teach 1st, 5th, & 6th period. I push into the 10th grade English class the first half of 4th period, so my prep periods are the last half of 4th period, 2nd period, & 3rd period.

This is how my day goes:

7:30-7:48: I arrive at work and look for a parking spot close to the front of the parking lot so I won’t get blocked in. I do a little housekeeping (copying, tidying the classroom, etc.), I may warm up my oatmeal and wolf it down.

7:48-8:00: The bell rings at 7:50, so I stand at  at my classroom door and greet the students.

8:00-8:47: Advisory. We complete college activities, homework, grade checks, etc.

8:50-10:50: Since my school operates on reverse schedule, my schedule depends on the day of the week. This is what we do: We review the agenda, objectives, I show the students a video on the disability of the week, & read the day’s inspirational quote to them. During the last few weeks of the school year, the students have a lot of work to make up, so that what we’ve been working on lately. I split them into groups/stations. They either work in Independent station, Collaborative station, or directly with me in Direct Station.

10:50-11:05: Nutrition. During this time, I’m usually printing papers for students, counseling a student, and/or trying to actually get something to eat.

11:10-1:10: Depending on the day of the week, this is my prep period. If it’s Monday, Wednesday, or Thursday, this is my prep period. If it’s my prep period, I work on an upcoming IEP, make copies, or usually give it up to work with students who need extra help.

1:15- 3:45: I rinse & repeat at the end of the day.

So, there’s my schedule. How does your Resource Lab/Learning Center look?

 

 

Election Mad!


Dear Readers,

I’ve finally found this clip to explain what my husband & I call Election mad! It’s based on thinking that you’re over something and you’re not mad anymore, only to discover, as you think about it, that you’re still ridiculously mad.

My husband & I coined the term from watching the movie Election. You see, in the movie, Reese Witherspoon plays Tracy Flick, a conniving little brat who will do whatever it takes to win the election for Class President. Matthew Broderick plays one of the teachers at the school who sees her for what she is and he sets about to try to stop her. She, of course, doesn’t take kindly to this. They eventually go to war with each other. Watch the clip below and you’ll understand what I’m talking about.

I’ll write in a later post what I was Election mad about!

Happy 9th Blogiversary to Me!


Dear Readers,

blogaversary

Today marks my 9 year Anniversary of Blogging- My Blogiversary! It’s been a great journey so far and I’m happy to be able to look back and see what I’ve been through. Some of it is very humbling, while some of it makes me wonder how I made it through.

With that being said, thanks for being here. I love you, Dear Readers!

***Note- I spell mine- Blogiversary (after Anniversary). I didn’t even know it was a real word.

Graphing WJIV Scores


Dear Readers,

Are you looking for an easier way to explain the Woodcock-Johnson scores to your student’s parents?

Well, I was! That’s when I had a brilliant idea and decided to graph the scores. I’m not sure why I never graphed them before. It would have made my life so much easier when it’s time to explain the Woodcock-Johnson scores.

This was sorely needed because so many times, at the IEP meeting, parents are “talked at” and overloaded with so much information. I can’t speak for the parents and say that they don’t understand, but the blank look sometimes says it all. I like this graph because the parents can see and hear the information.

I got the idea while planning lessons for my students who need simultaneous auditory & visual input. By graphing the scores, parents are able to see and hear the information for themselves, at a glance. Not only that, the graph saves about 10 minutes of explanation.

Here’s a mock up of READING scores from the WJIV. I also graphed WRITING & MATH scores. The first & last score (90-110) are an illustration to show the AVERAGE range.

SAMPLE WJIV SCORES.png

You can use any color you’d like. These are the colors I used:

Standard Score Range WJ-IV

Classification

131 and above Very Superior
121 to 130 Superior
111 to 120 High Average (Black)
90 to 110 Average (Purple)
80 to 89 Low Average (Green)
70 to 79 Low (Borderline) (Blue)
69 and below Very Low     (Red)                                        (Significantly Below Average)

***I didn’t choose any colors for Superior & Very Superior because I have not yet have students score at this level.***

There are many sites where you can create graphs. Here’s the site I used: https://nces.ed.gov/nceskids/graphing/classic/ 

Let me know if this will work for you! Bye for now!

Your Stupid Dreams! (or I Didn’t Say That!)


Dear Readers,

I had to have a talk with one of my students today. She has ADHD, so I don’t have to tell you that she has trouble focusing and she struggles with producing work. She is really frustrating me, but I feel that she was put in my life for a reason, so I can’t put her in the other Resource class just to get rid of her. Did I mention that she is frustrating me?

Never-Give-Up on Your Stupid Dreams

Well, today, I had to have a talk with her about her behavior, her not wanting to do any work, and her general lackadaisical attitude. I talked to her about having creative outlets that she likes, such as drawing, writing in her journal, and dancing. It was at this point that I said, “If you don’t have creative outlets, then you’ll have bad or stupid outlets, like fighting, abusing drugs or your body, etc.

Well, she took “stupid” and ran with it. She accused me of calling her dreams stupid. I looked at her to make sure she was just kidding. Nope, she was as serious as a heart attack. I looked her right in the eye and told her that I did NOT say; that I would never call her or anyone else’s dream(s) stupid. I further explained that if anyone came to her and said that I called their dreams stupid, that that would be a lie because I have not, nor will I ever call anyone’s dream(s) stupid.

Let me just say for the record that I am an encourager; always have been.

It took a bit of convincing, but I convinced her that I didn’t call her dreams stupid. So, now I’m on a quest to let her know that she has skills and doesn’t have to resort to “stupid outlets”. I had to keep telling her all day that she has skills. At one point she started dancing. I had to tell her that that was a skill; that her ability to sketch is a skill, and that her love of animation could definitely lead to developing useful skills that could lead to employment.

We had her 30 Day IEP today that she led. It’s hard to believe that she’s only been with me for a month. She’s really made an impression.

I’ll let you know how things turn out!