Stop Playing the Shame Game! by Janet Thomas


Here’s a great post I read and vibed with it. The author, Janet Thomas, discusses shame and how you handle it. I was blessed by it. Read it and decide for yourself:

 

https://www.janetdthomas.com/stop-playing-shame-game/

 

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Teach Plus @ LMU PD, Part 3!


Dear Readers,

For the first session, we learned a couple of strategies, called Opportunities to Respond (OTR). They include:

  • Response Cards
  • Hand Gestures
  • Take A Stand
  • Choral Response
  • White Boards
  • Think-Pair-Share

I’ve used all of these. We also learned a strategy I hadn’t heard of, the Round Table strategy. The teacher, Drew Otto, introduced it to us by giving a handout & explaining what we were going to do. So, we watched two videos with instructions to critique the video. First, we had to look for evidence of engagement. Then, we had to look for evidence of students not being engage. Once we were finished critiquing both videos, we passed our handouts around & others responded to what we’d previously written. Then, after that we passed that person’s paper around & someone responded to that person, until we did this for 3 rounds. For the last round, we basically summed up everything. Look at the templates below to get a better understanding just in case you didn’t understand my explanation.

Here are the templates I created using Drew’s template:                  equityequalityroundtable-1   equityvs-equalityroundtable-2

lmu

Please email me if you have any questions!

Resource Lab Grade Check/Productivity Forms


Dear Readers,

I just realized that I have not been sharing resources that I’ve created. One resource that I use because it hits so many indicators at once is The Resource Lab Grade Check/Productivity Log. I use these forms  twice weekly for my grade check process that places the onus on the students to know their grades at all times and set goals.

productive-vs-busy

It:

  1. makes students take respon-sibility for their grades.
  2. puts the onus on the students to take responsibility for showing how productive or unproductive they were during their stations/centers time.
  3. It helps the students set S.M.A.R.T. goals.
  4. It’s a running record of the students response/explanation of their grades that can be used during parent conferences. {Not sure if this is a problem at your sites, but the students, at one point in time, were saying that teachers were not helping them. This will help show that students are aware of their grades at all times.

Here are the links:

* NOTE: Although this says, Counseling Grade Check, it can be used as a grade check for Resource Lab or for any class where the students need to check all their grades. I use this one with the Counselor for students who don’t yet know how to write S.M.A.R.T. goals. So, feel free to take Counseling out of the title.

*NOTE: This form can be changed around, added to, deleted to suit your purposes.

You can make a copy for yourself or email me for a copy @ specialedandme@gmail.com. If you use it, let me know how it works for you.

Bye for now!

 

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.

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 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!

Resource Lab Curriculum


Dear Readers,

I’m stuck and need help! I have about 100 followers but only about 2 people comment. If I’ve helped you at all, I’d like for you to return the favor. I’m working on my Resource Lab curriculum because I didn’t like the one provided by my organization. I just didn’t feel that it was relevant to what my students needed to know.

So, here is a link to my barebones, work in progress curriculum. I have a long way to go. I could use your input on this. Thanks in advance!

Feel free to comment! I’m open to feedback. Remember to be brutally honest; not mean, just honest. 

http://tinyurl.com/jhauguj

 

 

 

MOCK I.E.P. Assignment, Part I


*Please feel free to give any input on this rubric if you have any!*

Dear Readers,

I am so ridiculously pleased with myself regarding my assignment. I’ve been thinking about how to put it together for a couple of months now. The reason is because I’m trying to teach my students how to lead their own I.E.P.s so I’ve been teaching them little by little how to do that. I’m not sure how successful I’m being at this because some of the students still don’t know that I.E.P. stands for Individualized Education Program.

I began at the beginning of the year by telling & showing them an actual I.E.P. and explaining what Present Levels of Performance (PLPs) are, what Goals are, how long they have to reach their goal, and what their disability/learning difference is.

I say that I’m not sure how effective I am because the information seems to be going in one ear and out the other, as sometimes happens with students with a learning disability.

One strategy I was using was asking the students 5 Quick Questions. It was 10 questions that I split into two parts because 10 questions at one time seemed to be too much for them. Once I thought about it, 10 questions for the whole week still seem like too much. So, now I’ve cut it down to just 5 Quick Questions for the week. I decided, in order for them to keep the information in their heads, I’m just going to give them the same 5 Quick Questions for the 3 days/week that they come to my Lab and use the best score. This way they don’t have to worry about only seeing the information once and not again for a couple of weeks until I gave them the questions again, nor do they have to worry about getting a bad grade.

I’ll let you know how it works. But, I digress. So back to the lecture at hand. I’ve come up with an assignment that I think will make help the information stick in their heads. Here’s the rubric. (Warning: It’s pretty ugly.) I say that it’s pretty ugly because it’s long. However, there is a method to my madness. Although there’s still some fine tuning I need to do, my plan is to break in into parts.

MOCK I.E.P. Rubric Continue reading