July 2019 instagram SPED q + a – part 2
Happy Thursday! Woohoo! Part 2!
Carried over from part 1!
A little background to frame the context of my answers: I just finished my 4th year teaching special education in the Seattle area. I work primarily with students who qualify under emotional-behavioral disorders or learning disabilities in a resource room setting, at a title 1 school, dual language school. My educational background is in (undergrad) sociology and disability studies and (graduate) high-incidence disabilities- EBD focus. I’ve taught at both the elementary and middle school level!
Any resources that are downloadable, I created. Feel free to use or make adjustments to fit your needs. I am still learning and growing in all these areas (and some way more than others) so my answers are just based off my experience and background 🙂 If you guys have any further questions, feel free to e-mail me! teacherdresscode@hotmail.com
Q: Resources for remembering dates and keeping up with IEPS?
A: I started using this in the middle of last school year to help keep me on-task and focused. Building an IEP casemangement habit is extremely helpful for keeping up with paperwork and time management. I use this paired with a rough timeline and my work calendar 🙂
Q: Experience or advice co-teaching with elementary?
A: I’ve done two different 6 week cycles of co-teaching at the elementary level. I co-taught 3 full periods in middle school… the structure for implementation in middle school makes it so much easier! Unless your building is properly staffed to fit this model, i’ve found it’s near impossible to do it effectively. Having shared planning time is so important to actually implement the model and to share responsibilities. I’ve heard New Jersey has some incredible co-teaching classrooms!
Advice– make sure before you do it, it’s an IEP team decision and serving the student in that setting is the least restrictive environment for them to access the general education curriculum! Often co-teaching gets through around as “inclusion” and a service delivery expectation.
Q: Where do you get ideas to decorate your classroom?
A: First, my students! Then googling/searching for party themes that fit my theme! Last year my kiddos created and voted for the theme of “fiesta!” I tried to find furniture and/or make resources that fit that theme. I don’t go too overboard on themes because I have some students who can become visually overstimulated and some others who rip things– so I try to keep whatever theme pretty simple 🙂 But first and foremost, I always ask my kiddos. They have the best ideas and always help in the decoration process.
Q: What is the best technique to control chaos in the class?
A: This is a tough one– but finding out what’s causing the chaos to begin with. It’s going to be different for every group of kids (sometimes even depending on time of year). When I think of classroom chaos, I think of it like I do student behavior… why is this happening (why are they doing this? What need isn’t met?) Are they seeking love and connection (attention seeking), are they seeking to escape from the classwork (escape/avoidance– too easy or too hard? not interested), are they seeking sensory stimulation (too noisy, too bright, too quiet, not comfortable), are they trying to seek something they really want (tangible)?
Figuring this out is all trial and error. When it’s class wide, I would assume it’s either seeking connection or escape. If my kids are seeking connection, I will try to add in social transitions (give 3 a high five before sitting down) or a social incentive (if we come to the carpet with a maximum of 3 blurt outs, we will earn 5 minutes of social time before recess)… if it’s escape I will try to add in fun motivational games (teacher vs. students) while trying to assess what in my instruction might need to change or how can I engage them in their learning. Usually I will ask them what they like and don’t like about what we’re learning about and make adjustments from there. I know this doesn’t answer your question… it’s just really hard because I don’t think a tried and true strategy for this exists. If you want to problem solve more through it, e-mail me 🙂
Q: Advice for writing intervention plans?
A: Incorporate as many voices (other teachers, parents, students) as you can! It will save you sooo much time later on, especially during implementation. When I say incorporate, I wouldn’t person please and do exactly what they’re suggesting or recommending… but having conversations around their thoughts and what they need, then finding ways to add that into the plan, will help so much!
Q: What do you use for progress monitoring and how do you collect data?
A: I am all over the place on this. It really depends on each student (although I’m trying to systematize it better). For years my district only used CBM’s (which I despise for comp + writing). For reading comprehension, I will usually use reading a-z probes or newsela articles. For writing I will usually use writing prompts and a rubric to score… math I use CBMS… Social/behavior/sel I use measurable rubrics. Reading depends– sight words, cbm fluency, reading a-z fluency, multi-syllabic word probes… Some of the tools I use can be found here 🙂
I try my best to progress monitoring every two Wednesdays… but this typically turns into one Wednesday out of the month. Each of my students has a data binder where all the progress monitoring tools and data are stored.
Q: How did you get your parents/ other teachers to take you seriously being so young and new?
A: This is way easier said than done: pretending like age and experience doesn’t matter and being confident and consistent. We can’t control the way people see us but we can control our professionalism and the way we show up to meetings and support kids. By being yourself and being consistent, over time, people will let go of any misconceptions they have about working with a young teacher. I also think relationship building and sharing your story on why you are a teacher helps others build connection and understand where you’re coming from (aside from just seeing age and a possible lack of experience). Just because we’re young, doesn’t mean we lack the knowledge. Just show up, be you, and own that you have lots of passion and energy because you are young… and don’t let people’s insecurities or doubt take that from you!
Q: What is sped?
A: Special education 🙂 It’s a set a services provided under the Individual with Disabilities Education Act to ensure students have equal access to the education and are taught in a way that best meeds their unique needs. It’s pretty awesome!
Q: What grades do you teach and how long have you been teaching?
A: The 2019-2020 school year will be the start of my fifth year teaching. I currently teach 1st-5th (I don’t believe I have any kinders on my caseload for this upcoming year)… this will most likely change the first week of school, ha.
Q: Best school routines/procedures for your sped self contained unit?
A: I wish I could answer this– I’ve never taught self-contained before. I kind of do a hybrid though… and at times have a self-contained room for a month or so, but it’s not a program. I would reach out on instagram to @misadventures.of.mrs.smith. She is incredible and has lots of experience!
Q: Where do you even start? How do you even start?
A: I totally smiled and went down memory lane when I read this question. I remember laying in the middle of my elementary classroom after my first day thinking the same exact thing, lol.
I would start with building/developing your self-awareness of who you are and how that plays out as a teacher… then think of what the goals for your program are and break it down into class management, classroom environment, subject area + instruction, and students plan preparation… and create a draft plan and starting finding the pieces to those puzzles 🙂
Q: How to start setting up classroom by scratch?
A: Here’s my answer from a very similar question yesterday 🙂 “This is an area of growth I am focusing on this year. I’m in the process of trying to figure this out myself. So far, I have a sketch of my classroom and a list of the subjects I’m going to be teaching (behavior, social-emotional, social-skills, reading, writing). From there, I’m plotting the “focus” area of each subject. For each focus area I’m brainstorming visuals, materials, if I need a small group space, whole-group space, mindfulness area), then placing each “subject” in a spot. In my resource room I currently have 1 whole group instruction area, 2 small groups, 1 reading lounge, 1 computer lounge, and 1 mindfulness corner. I didn’t have a teacher’s desk last year but will adding it back this year. Once I spend more time on this myself, I will post about it!”
If you need furniture and materials– a good place to look is craigslist, offerUp, and thrift stores! I’ve found so many amazing games, books, and tools from all 3 of those places!
Q: Best way to organize paperwork + documentation (busy or in multiple classrooms)?
A: As much as I wish I could say electronically, for me, it’s in a casemanagement binder (or folder). I shared a little bit more about it here. I always have an IEP folder with me though (and paperclip each set). In the folder there’s usually the draft and any supporting documents… then after the meeting the signed paperwork. I keep everything together until I print the final draft and send it into my district, then recycle the draft, store the notes and a copy in the kiddos file, and repeat!
In my home base (classroom), each student has a binder with their progress monitoring tools + plans. I will store progress monitor data in here. For behavior, I have a separate binder that includes observation notes for each student with a goal.
Q: Best tips for working with autistic students?
A: The types of tips I would give depends on the student. I would really throughly read their IEP and ask the casemanager or parents (especially parents) any questions you might have. I’ve never met two kiddos who have a diagnosis of Autism and thought “wow! These two kids are so similar!”… It’s never happened… it’s actually crazy to me how different every single kiddo on the spectrum is. If you want to chat more about the student, I might be able to help with more information 🙂 e-mail me! teacherdresscode@gmail.com
Q: Best advice for getting nervous when school approaches?
A: Reflect on why you’re feeling nervous and try to brainstorm strategies or supports to address those feelings 🙂 For me, I will read a lot of inspirational quotes (especially by Morgan Harper Nichols) or dive into a book that addresses the causes for my nerves. Last year that book for me was Dare to Lead by Brene Brown. I will probably start re-reading it soon.
Q: What kind of classroom set-ups have you been in?
A: When I taught middle school, I taught 5 periods: 3 co-teaching language arts, math, and social studies, and 2 resource room for sel/behavior/study skills. I shared both my classrooms with two different teachers. In elementary, I’ve taught “resource” which has been small group, push-in, and self-contained (for short periods of time) in my own half sized classroom 🙂 We have a giant classroom that allows for us to build a wall (and keep it up)… so I have half of a very large classroom for my classroom. We have our own doors and what not so it feels like my own!
Q: How do you plan without knowing who your kids are?
A: This is such a good question. I decide and create systems then set those up. I will create my guest teacher plans in advance, behavior management systems (I do a classroom store), and start pulling resources to use during the year (this is usually learning games or complying websites for future use).
Q: Communicating honest and direct feedback with parents?
A: If you are in the process of building a strong partnership with your parents (and really always actually), always start with an area of growth you’ve noticed or share one connection you and the student have about their kiddo, then try to share your feedback or communication in a non-personalizing/observable way. Try not to make assumptions and ask questions. I think the more we can ask parents questions, the less we come across judgemental, and the stronger our partnership will be. An example could be… if you have a kiddo who all of a sudden started flipping you off and sticking his tongue out at you in front of the entire class… calling parents and saying “Ashley did awesome on her spelling test last week. This week you’ve noticed her hands are a bit more expressively creative, specifically with the use of the middle finger, and I’m wondering if you’ve noticed this at home.” I always try to stay away from asking or making any statements like “is anything going on at home” and ask if they’ve noticed it too. Depending on the answer, asking if they have any ideas on how to best address this new behavior and reaching a shared decision together. You’re communicating honestly, giving the direct feedback, and also collaborating in a non-threatening way. This approach might not work with every parent, but it makes the difficult conversations much easier when hard conversations are approach with a light-hearted and direct approach.
with kindness | ashley