Be stong

 When the morning starts off with the following email.. 

First, there are still errors in the document that need to be corrected - typos and spelling. 

Secondly, the accommodations you've described are already done in the classroom.  Molly needs more than what is done hence the need for an ALP.  For example, I work with struggling students to provide extra examples when understanding of concepts is not picked up as quickly as others.  Molly needs more than the examples I provide to all children, which is why it's listed as an accommodation.  As the classroom teacher, my job is to meet the needs of all children, which includes differentiating for those that need challenged as well as those that need extra help.  I simply cannot provide even more examples, reteaching, and teaching self monitoring to one child in the classroom; it's not feasible.  Can you please help me understand why these are listed as the classroom teacher and not the resource teacher as well? 

The only accommodation it appears the resource teacher is responsible for is pulling her to test in a small group.  What support is the resource teacher expected to provide in the classroom?  Along those same lines, if these accommodations are expected across all curriculum, then I need support in classes other than just math and reading.  Those are two subjects out of seven. 

I do not feel comfortable with this plan for Molly since the accommodations listed as my responsibility are not feasible.

 

 

I preface that this joy started with the following email yesterday.. 

 

Thank you for sending.  My thoughts are below - 

1.  Will the grammar and spelling errors within the document be fixed before making it official?  There are multiple, including the misspelling of Molly's name on one part. 

2.  Currently, Molly uses small group testing and tests read aloud for math only, but it does not designate that on this plan.  Please advise. 

3.  Extra examples for Molly seem to me to be implemented by the resource teacher or aide in the room, so that the classroom teacher is responsible for the other students as well as Molly.  Thoughts?  

4.  Teaching self monitoring skills seems to me to be implemented by the resource teacher or counselor.  At what time should the classroom teacher be doing this?  Is she being pulled from class? What resources are available for me to teach these if it is the classroom teacher's responsibility?

5.  Pre teaching of content is currently being done by an outside tutor, not the classroom teacher.  At what time should this be done?  Is she being pulled from class?  It seems to me that this should fall under the responsibility of the resource teacher.  Thoughts? 

I want to be sure I am able to implement the interventions I am responsible for as the classroom teacher. 

 

 

I'm willing to help but sometimes I can't if you don't meet me halfway.. 

5 Points

A letter to an administrator:

 

I wanted to share with you this email I got from A's mom...

I know that on Friday we talked about good cause exemptions, and you didn't agree with the exemption. I completely understand where you are coming from and respect your point of view 100%. I do always consider what is in the best interest of the student and will consider your advice as well as it was good advice.. 

Read what mom wrote... 

​When I told A that she didn’t have to retake the iread test, she cried tears of joy. I’ve never seen her so relieved. 

This.. this is why I do what I do.. this is why the good cause exemption was created (amongst other reasons).. While to some.. it's 5 points no big deal... easy peasy...to A asking her to retake IREAD for those simple 5 points was asking her to climb Mount Everest yet again... A has made SO much progress this year and is still reading at a mid second grade level on her own and that for her is still hard work.. All A wants is to be like everyone else in her class.. for reading to be easy.. 

So while it may have only been 5 points.. that exemption to A means the world. To her it is an acknowledgment of all of her hard work means something.. for her it levels the playing field im a sense.. it tells her she is good enough to be with her peers.. To her it's us as adults saying we know it's hard, you have made so much progress, keep making that progress, we are going to take a hurdle out of your way. 

I don't expect you to agree... but I hope this helps you to understand why sometimes it's not as simple as 5 points.

Testing

 Testing is an inevitable part of a job of any teacher, especially special education.

With it being the month of May, we are in the thick of it. 

Statewide testing is about done.. down to make ups and they can't be done soon enough.

While makeups are going on for ILEARN, continuing to work on details of IREAD retest and in the classroom teachers are doing NWEA. 

Never a dull moment.. 

Yesterday had a teacher freaking out because students didn't have use of a multiplication chart on tests for their service plans.. told her to go ahead and let them have it since they have consistently have had them.. later found out oh no she didn't let them use it because teacher didn't feel right about having them use it since it wasn't on their service plan. Okay. 

Same teacher freaking out that I was having students test in the room. They will be fine. No they don't have to be pulled into a separate room, no I'm not having the test read to them. I want to see what they can do and where they are at on their own. No you won't get in trouble you are fine. Apparently my answer wasn't good enough as teacher asked my aide the same questions. 

Today other third grade teacher emails me, tells me that student isn't reading the math questions on NWEA despite classroom aide sitting right next to him. (My first thought is what do you want me to do about it but I don't say it) Teacher asks if he should be reading the questions - yes.. I let her know that classroom aide could read them or that she could set it up to where the test read it and he would need headphones.. She got option two set up.

Make up ILEARN testing.. 

Student working on a short answer.. do I put a space between reason and two.. 

How do you normally write it? 

Student:blank stare

Me: how you normally would write it is how it will be done now. 

Later on.. 

Student:  I have the same passage but there is no directions as to what to do? Do I just not answer the question. 

Me: Bring it over.. pointed out exactly where it said student directions and let her know that while it was multiple paragraphs that she had to read all of that for the directions.. you know a little effort.