Election Mad, Part 2!

Dear Readers,

So, this is what I was Election mad about. I’m piloting an English Resource class. I, and my fellow Resource co-teacher, were throwing around some ideas with the Principal since the majority of the students were failing English across the board. This is how the class works. I am slated to teach 9/10 English class of Special Education students with a credentialed (or intern) English teacher, while my co-worker is slated to teach 11/12 with the same credentialed teacher. The credentialed English teacher will provide the English expertise while I will provide the Special Education expertise. The students will not have the traditional English class. It’ll be like a Special Day Class (SDC) in a charter school, but just for English.


I feel like I did a lot of talking but I’m not sure if I explained it right. Basically, I’m going to be piloting an English Resource class for students who are fresh out of an SDC or are really low, skill wise, and are not prepared for the rigor and demands of a college ready environment.

I wrote all of that to say that I’m Election mad because my Principal wants to put upward of 20 students in the class. I told her it was too many but she said that I wouldn’t run it like I run my Resource Lab. I was trying to explain to her that that was still too many students, but she was not listening. She thinks she knows about the needs of students with IEPs, but  she really doesn’t. Did I mention that she also wants me to teach 11/12 also?

I’ll make it work, as I always do, but I would like to have a semi-easy year, or at least a year where I don’t feel like quitting. We’ll see how the year plays out. Although it may not seem like it, I’m actually excited about teaching the class- the 9/10 class. I always said that if I wasn’t a Special Education teacher, I would have been an English teacher. I now have my chance.

I’ll keep you updated!

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,


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 just an illustration to show the AVERAGE range.


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

Standard Score Range WJ-IV


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 had 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!