Collaborating to Define Programs-New Content
Within my career I have had the opportunity to define two programs. One for students with primary etiologies of emotional/behavioral disorders and the second for students with moderate intellectual disabilities and Autism. Both programs are now considered SPAC (specialized academic classroom) programs.
ED/BD: As I worked in this program I was able to move many students into general education placements. I also identified factors that were effective for the growth of the students. Factors included maintaining specific classroom learning structures such as morning meetings for daily social skill direct instruction and small group and independent work rotations to account for the broad ability spectrum, resources that were effective (Reading Horizons, math and writing workshop models), integrating curriculum used by support services into the classroom, using less structured free times to develop social and executive skills. I recommended factors to consider for students beginning to be mainstreamed such as ratings from the Behavioral and Emotional Rating Scale version 2 (BERS-2), NWEA growth, behavioral data and a transition checklist. I was very pleased that some of my recommendations were used after I moved to a new program such as providing 1.5 paras to assist during behavioral challenges and supporting students as they transitioned to general education settings instead of 1 para for the class.
Moderate Intellectual Disabilities and Autism: I am currently in my second year specifically teaching students with these etiologies outside of summer school several years ago. This classroom is in its third year within the district and had moved to a new building last year. It has provided me with unimaginable growth opportunities and has humbled me more than I expected. Here I have collaborated to provide the supports needed by the students. By November the room was moved from its space (which was one classroom recently divided) to a larger space that could provide the sensory and instructional needs. I have collaborated with the assistive technology coach to get two students high tech devices and one student a low tech device as well as incorporate a classroom Coreboard. All of which I had never used before and of course all were different (TouchChat, Nova Chat with grid, Individual Coreboard). I have collaborated with support services to work to find appropriate service models as this classroom was new to most of their experience as well. I worked to create a weekly schedule that provides students with one on one and small group instruction each week in specific individualized areas as well as times for computer or independent tasks to allow for small group instructional opportunities. I have had difficult conversations regarding the need for high expectations and reducing student downtime as I consulted with peers. After which, with student goal data, I have been able to prove that the expectations I have set are achievable. After expressing the need for 3 full time paras I had consultative staff come in and was given the 3 full time paras. I have collaborated for, had made and made myself many adapted materials that were not present at the beginning of the program. I am confident that I have created a template for the classroom's continued success.
Although in my past years I utilized the general education curriculum in my classroom this year I was introduced to new curriculum such as Unique 2 You. I also needed to utilize Boardmaker Online, assess with Dynamic Learning Maps and become fluent with AAC devices. I embraced these challenges and although training wasn't formally scheduled I completed self paced learning modules, infinitec webinars, read multiple resources, and dug into the programs and applications. I have to say I am proud of myself to take on these changes along with such a large etiology change...and make great progress with my kiddos.
Within my career I have had the opportunity to define two programs. One for students with primary etiologies of emotional/behavioral disorders and the second for students with moderate intellectual disabilities and Autism. Both programs are now considered SPAC (specialized academic classroom) programs.
ED/BD: As I worked in this program I was able to move many students into general education placements. I also identified factors that were effective for the growth of the students. Factors included maintaining specific classroom learning structures such as morning meetings for daily social skill direct instruction and small group and independent work rotations to account for the broad ability spectrum, resources that were effective (Reading Horizons, math and writing workshop models), integrating curriculum used by support services into the classroom, using less structured free times to develop social and executive skills. I recommended factors to consider for students beginning to be mainstreamed such as ratings from the Behavioral and Emotional Rating Scale version 2 (BERS-2), NWEA growth, behavioral data and a transition checklist. I was very pleased that some of my recommendations were used after I moved to a new program such as providing 1.5 paras to assist during behavioral challenges and supporting students as they transitioned to general education settings instead of 1 para for the class.
Moderate Intellectual Disabilities and Autism: I am currently in my second year specifically teaching students with these etiologies outside of summer school several years ago. This classroom is in its third year within the district and had moved to a new building last year. It has provided me with unimaginable growth opportunities and has humbled me more than I expected. Here I have collaborated to provide the supports needed by the students. By November the room was moved from its space (which was one classroom recently divided) to a larger space that could provide the sensory and instructional needs. I have collaborated with the assistive technology coach to get two students high tech devices and one student a low tech device as well as incorporate a classroom Coreboard. All of which I had never used before and of course all were different (TouchChat, Nova Chat with grid, Individual Coreboard). I have collaborated with support services to work to find appropriate service models as this classroom was new to most of their experience as well. I worked to create a weekly schedule that provides students with one on one and small group instruction each week in specific individualized areas as well as times for computer or independent tasks to allow for small group instructional opportunities. I have had difficult conversations regarding the need for high expectations and reducing student downtime as I consulted with peers. After which, with student goal data, I have been able to prove that the expectations I have set are achievable. After expressing the need for 3 full time paras I had consultative staff come in and was given the 3 full time paras. I have collaborated for, had made and made myself many adapted materials that were not present at the beginning of the program. I am confident that I have created a template for the classroom's continued success.
Although in my past years I utilized the general education curriculum in my classroom this year I was introduced to new curriculum such as Unique 2 You. I also needed to utilize Boardmaker Online, assess with Dynamic Learning Maps and become fluent with AAC devices. I embraced these challenges and although training wasn't formally scheduled I completed self paced learning modules, infinitec webinars, read multiple resources, and dug into the programs and applications. I have to say I am proud of myself to take on these changes along with such a large etiology change...and make great progress with my kiddos.
Structured? Why yes, this is our visual to ensure we know who is to be where (students and staff). To the top left there are also specific duties for each para for each time so if someone has to switch roles it is easier to communicate and of course expectations are set for all. With more adults in one room it can get chaotic if it is not defined. You can also see two clickers to the top left to keep track of high volume behaviors. A calendar to the left also communicates planned absences. I thought I was structured before, but wow, I only had half of this in the last room. Again, more learning!
Collaborating to improve student phonemic awareness development
The PowerPoint below describes a grant written to target students needing tier 2 interventions in the area of reading. The grant was written with the school's resource teacher who assisted in baseline and achievement assessment. I developed, trained for and monitored the schedule for regular education students to attend the intervention throughout their school day with independence.
The PowerPoint below describes a grant written to target students needing tier 2 interventions in the area of reading. The grant was written with the school's resource teacher who assisted in baseline and achievement assessment. I developed, trained for and monitored the schedule for regular education students to attend the intervention throughout their school day with independence.
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Social Emotional Standards Instructional Support
As a member of the tier 1 level of supports (PBIS) I created a resource for teachers to intentionally address the topics of Character Counts Pillars. The resource was a OneNote file containing quick links for staff to use as necessary at there pace. This was an evolution of an original resource I introduced and that had been used in previous years. The original resource was a collection of lesson bags that contained all materials to implement a lesson on each pillar of character. The lessons in a bag originated from an article from Council for Exceptional Children and care was taken to ensure new common core standards were addressed along with the SEL standard. The new resource allows for sharing multiple lesson resources and involves technology that staff was expected to become familiar with. The following is a screenshot of the OneNote that was shared with staff. This resource was shared prior to the district getting an actual curriculum for promoting the teaching of SEL standards which happened in the 2017/2018 school year.
As a member of the tier 1 level of supports (PBIS) I created a resource for teachers to intentionally address the topics of Character Counts Pillars. The resource was a OneNote file containing quick links for staff to use as necessary at there pace. This was an evolution of an original resource I introduced and that had been used in previous years. The original resource was a collection of lesson bags that contained all materials to implement a lesson on each pillar of character. The lessons in a bag originated from an article from Council for Exceptional Children and care was taken to ensure new common core standards were addressed along with the SEL standard. The new resource allows for sharing multiple lesson resources and involves technology that staff was expected to become familiar with. The following is a screenshot of the OneNote that was shared with staff. This resource was shared prior to the district getting an actual curriculum for promoting the teaching of SEL standards which happened in the 2017/2018 school year.
Developing an Instructional Improvement Plan-PBIS and Whole School Instructional Positive Redirects
As a graduate student pursuing my type 75 I was allowed to implement an Instructional Implementation Plan (IIP) which had a focus on staff providing positive redirects whenever addressing challenging behaviors. As this plan was successful I was pleased that my building continued a focus on this positive support. The following PowerPoint takes a short walk through the data of our integrity checks. the following materials are the initial IIP, the final review of the initial plan and the last presentation to staff about the continued progress of positive redirects. My building principal supported the shift to PBS before the district embraced PBIS formally I helped build both tier 1 and tier 2 teams, led the meetings for each team, provided resources for understanding each team's purpose and transitioned the teams towards independence. I continued to maintain the PBS system by being an active member on the Tier 1 and Tier 2 teams for several years finally moving to just the Tier 1 team and internal school PBIS coach. In this role I collected SWISS data and conducted the PBIS team assessments annually with staff. This data was used to share with each team to create clear action plans for future actions. As the district embraced PBIs my school was beyond the other schools in adherence to the system and even had modifications to their training due to their progress. Some challenges that I faced were ensuring that data was collected with reliability, ensuring team actions aligned to the action plan, and ensuring time was allotted for continuing staff development. The latter challenges were overcome 100%. The first challenge was met with resistance due to tier 2 team members feeling that students did not need to have their referrals documented. Although I was an advocate for reliable data I was overridden by local administration but I never wavered though reminding them that data drives the system and the data needed to be reliable.
As a graduate student pursuing my type 75 I was allowed to implement an Instructional Implementation Plan (IIP) which had a focus on staff providing positive redirects whenever addressing challenging behaviors. As this plan was successful I was pleased that my building continued a focus on this positive support. The following PowerPoint takes a short walk through the data of our integrity checks. the following materials are the initial IIP, the final review of the initial plan and the last presentation to staff about the continued progress of positive redirects. My building principal supported the shift to PBS before the district embraced PBIS formally I helped build both tier 1 and tier 2 teams, led the meetings for each team, provided resources for understanding each team's purpose and transitioned the teams towards independence. I continued to maintain the PBS system by being an active member on the Tier 1 and Tier 2 teams for several years finally moving to just the Tier 1 team and internal school PBIS coach. In this role I collected SWISS data and conducted the PBIS team assessments annually with staff. This data was used to share with each team to create clear action plans for future actions. As the district embraced PBIs my school was beyond the other schools in adherence to the system and even had modifications to their training due to their progress. Some challenges that I faced were ensuring that data was collected with reliability, ensuring team actions aligned to the action plan, and ensuring time was allotted for continuing staff development. The latter challenges were overcome 100%. The first challenge was met with resistance due to tier 2 team members feeling that students did not need to have their referrals documented. Although I was an advocate for reliable data I was overridden by local administration but I never wavered though reminding them that data drives the system and the data needed to be reliable.
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Closing Achievement Gaps
Below are some samples from NWEA student progress reports reflecting some of my student's growth (range of grade levels 1-4). The charts show progress I had with students I had for the entire year or for multiple years. Growth was attained by reviewing formative assessments, providing engaging instruction and managing resources. The assessments included IRLA level benchmarking, Reading Horizons Discovery progress reports, small group or one to one observation and Khan academy progress reports. The engaging instruction included ensuring student individualization, providing connections to their world and building relationships. Resources that were managed were the paraprofessional, support services, special recreation association and parents. Despite the challenges of operating a multi age classroom that focused on ED/BD with one paraprofessional (who also monitored students in specials classes) I was pleased at the final results.
Below are some samples from NWEA student progress reports reflecting some of my student's growth (range of grade levels 1-4). The charts show progress I had with students I had for the entire year or for multiple years. Growth was attained by reviewing formative assessments, providing engaging instruction and managing resources. The assessments included IRLA level benchmarking, Reading Horizons Discovery progress reports, small group or one to one observation and Khan academy progress reports. The engaging instruction included ensuring student individualization, providing connections to their world and building relationships. Resources that were managed were the paraprofessional, support services, special recreation association and parents. Despite the challenges of operating a multi age classroom that focused on ED/BD with one paraprofessional (who also monitored students in specials classes) I was pleased at the final results.
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PBIS building coach
As the PBIS building coach I shared data taken from SWISS with teams and staff. Additionally I coordinated the completion of the tiered fidelity survey by copying and distributing the survey to teams and aggregating the score to input in the SWISS system. In the past I attempted putting the survey in socrative.com (which I used for other purposes in staff meetings for formative feedback) however the feedback was that staff preferred the hard copy. The first three years an older version of the tiered fidelity check was utilized and data for those years are not shown. |
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Formative Feedback
Formative feedback is critical when working with adults or students. It is also important during meetings or work turned in. During meetings I have used scatterplots, fingers held up to indicate level of understanding, pair shares, online anonymous surveys, self rating scales and parking lots as some opportunities to gather feedback. I have also used these with my students in the emotional behavioral classroom. As the classroom has opportunities to submit work for feedback I also used other strategies. One example of formative feedback I used within the classroom is using dialogue feedback. This is one of my favorite as it reduces marking up a student's work, ends with questions that invite student's continued thinking and promotes collaboration towards a goal. Using post it notes for feedback dialogue, very specific to the student's writing, propelled progress of students with language delays. Feedback with adults or students is important to ensure growth and collaboration towards any goal.
Formative feedback is critical when working with adults or students. It is also important during meetings or work turned in. During meetings I have used scatterplots, fingers held up to indicate level of understanding, pair shares, online anonymous surveys, self rating scales and parking lots as some opportunities to gather feedback. I have also used these with my students in the emotional behavioral classroom. As the classroom has opportunities to submit work for feedback I also used other strategies. One example of formative feedback I used within the classroom is using dialogue feedback. This is one of my favorite as it reduces marking up a student's work, ends with questions that invite student's continued thinking and promotes collaboration towards a goal. Using post it notes for feedback dialogue, very specific to the student's writing, propelled progress of students with language delays. Feedback with adults or students is important to ensure growth and collaboration towards any goal.
Building Curriculum Resources to Achieve the Common Core
For many years I served on the district math team as a representative of first or second grade (for some years I represented 2nd grade and some years I represented 1st grade). As the district was shifting the curriculum, teams of teachers were asked to work on building curriculum. The teacher who was working primarily to organize common core activity based lessons left the district and another representative did not volunteer. I was asked to continue the creation and organization and accepted. This involved accessing multiple resources, creating numerous activity pages that supported common core standards and mathematical practices. Below is a lesson from a unit I organized. I included visuals of supplemental documents that were created as well and scripted sample dialogue. This required me to utilize my time efficiently as I was still operating a classroom. Additionally I conducted meetings with the first grade teachers and accepted feedback, advocated for specific components, and eventually in a couple of years had to see my work replaced by a bought curriculum. However, the data from teachers that implemented my curriculum was very positive and all students saw an increase in scores in the classrooms that accepted the curriculum wrote by 'just another teacher'. The whole experience left me a very adept math teacher and grew my ability to accept feedback and conduct focused team conversations.
For many years I served on the district math team as a representative of first or second grade (for some years I represented 2nd grade and some years I represented 1st grade). As the district was shifting the curriculum, teams of teachers were asked to work on building curriculum. The teacher who was working primarily to organize common core activity based lessons left the district and another representative did not volunteer. I was asked to continue the creation and organization and accepted. This involved accessing multiple resources, creating numerous activity pages that supported common core standards and mathematical practices. Below is a lesson from a unit I organized. I included visuals of supplemental documents that were created as well and scripted sample dialogue. This required me to utilize my time efficiently as I was still operating a classroom. Additionally I conducted meetings with the first grade teachers and accepted feedback, advocated for specific components, and eventually in a couple of years had to see my work replaced by a bought curriculum. However, the data from teachers that implemented my curriculum was very positive and all students saw an increase in scores in the classrooms that accepted the curriculum wrote by 'just another teacher'. The whole experience left me a very adept math teacher and grew my ability to accept feedback and conduct focused team conversations.
| g1u4l4.14.docx |
Multiple Objectives
I ran several routines that targeted multiple objectives. One morning group routine was ‘weather’. With this routine students rotated telling specific details about the day’s weather working on speaking skills. Each student then fielded four weather related questions about the 10 day forecast. The sequence of questions involved precipitation, difference between temps, range of temps, median of selected data (temp, precipitation, wind speed), mode of selected data and then mean of selected data. As students answered average questions they were able to reference definitions and peers while modeling. This activity also had sub IEP objectives of asking and answering questions and utilizing listening and speaking skills. As the year and sequence of questions progressed, the format of the 10 day weather format was varied 4 times for students to generalize their skill. The picture below is of a student providing the morning weather forecast.
I ran several routines that targeted multiple objectives. One morning group routine was ‘weather’. With this routine students rotated telling specific details about the day’s weather working on speaking skills. Each student then fielded four weather related questions about the 10 day forecast. The sequence of questions involved precipitation, difference between temps, range of temps, median of selected data (temp, precipitation, wind speed), mode of selected data and then mean of selected data. As students answered average questions they were able to reference definitions and peers while modeling. This activity also had sub IEP objectives of asking and answering questions and utilizing listening and speaking skills. As the year and sequence of questions progressed, the format of the 10 day weather format was varied 4 times for students to generalize their skill. The picture below is of a student providing the morning weather forecast.
Integrating Learning
Below are a few pictures of parts of some of the project based activities I organized. The pictures show part of a planting project and sewing gift bag project. For the first project students researched and selected seeds to plant. They were able to choose which plant to grow after researching several options. Given the number of cups we discussed how we could use an equation to figure out how many plants each student could plant with five cups to leave for flowers. Students then tested the equation to organize cups promoting real life skill application.
For the second project shown, we created gift bags to wrap our holiday gift to take home. The class estimated the yards of material to order, looked online to select different prints to order based on price and shipping, then measured to cut. This project also included fine motor and exercising attention skills for pinning and sewing with assistance. History was discussed regarding the industrial revolution. This also turned out to be an opportunity to overcome fear (of the sewing machine) for a couple of students, and feel proud of their accomplishment. I remember one of my student's excitement as he turned his bag right side out and exclaimed, "It is a real bag". He had a huge smile on his face and all students were incredibly engaged.
Below are a few pictures of parts of some of the project based activities I organized. The pictures show part of a planting project and sewing gift bag project. For the first project students researched and selected seeds to plant. They were able to choose which plant to grow after researching several options. Given the number of cups we discussed how we could use an equation to figure out how many plants each student could plant with five cups to leave for flowers. Students then tested the equation to organize cups promoting real life skill application.
For the second project shown, we created gift bags to wrap our holiday gift to take home. The class estimated the yards of material to order, looked online to select different prints to order based on price and shipping, then measured to cut. This project also included fine motor and exercising attention skills for pinning and sewing with assistance. History was discussed regarding the industrial revolution. This also turned out to be an opportunity to overcome fear (of the sewing machine) for a couple of students, and feel proud of their accomplishment. I remember one of my student's excitement as he turned his bag right side out and exclaimed, "It is a real bag". He had a huge smile on his face and all students were incredibly engaged.
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