Musings - Brooks eAcademy

April 29, 2019April 28, 2019

4 Ways to Get Students to Use Their Testing Accommodations

As a special educator this is my favorite time of the year! Hopefully the image above has given you a hint to my sarcasm. I strongly despise this time of year. Don’t get me wrong, I think it is important to be aware of what our students know and what they need to work on. But subjecting them to a test that we know and sadly many of the students already know they won’t do well on is just cruel and unusual punishment.

Fortunately students on IEPs and 504 plans receive accommodations for testing. Recently my sister, who runs an art education program, Palette of Expressions, in California and I recorded a video on Facebook Live. We talked about IEPs, 504s and state testing. You can watch that video here.

For those wondering, an IEP is an Individual Education Program. It contains goals for a child that has qualified for special education services. 504 plans were born of the Rehabilitation Act of 1973, which called for anyone with a disability not be denied or excluded from any benefits of a program receiving Federal funds.

Students who have IEPs or 504 plans can have testing accommodations that can include extended time (up to a whole school day), small group testing, one on one testing, frequent breaks and a reader for directions and questions to list a few. Having these accommodations in place is helpful to a student and puts them in a position to be successful while testing. Many students thrive with these in place but there are some students who don’t take advantage of them. I have seen students finish a state test in 20 minutes that they have 105 minutes to complete without their accommodations. I’m always telling my students to use their accommodations, but it is easier said than done.

Here are four ways to get your students to use their testing accommodations:

Educate them about the test: Many times students are told you have to do well or ……(fill in your response; most of the time it is something like you won’t move on to the next grade. Unfortunately, information like that can have the opposite effect. Students can develop an attitude of well, I’m just going to fail so forget it and not try at all. Make sure they understand what the test is about and why they are taking it (although some teachers don’t understand why, but that’s a post for another day!
Encourage them: Let them know that they can do it. Encourage them to do their best. I give my students notes with my Bitmoji on it as a source of encourage. They have messages like “I believe in you” and “Do your best!”
Model the accommodations: We can tell students things all the time. It can go in one ear and out the other. Or they act like they understand but they really don’t and they are afraid to say anything. Show students what each of their accommodations look like. They need to see what you do to use extended time.
Acknowledge their accomplishments: When I have a student who shows that they have taken their time on a test, I recognize that. Let them know that you notice and you are proud of them for trying. Celebrate with a fun day, maybe a movie or play some games.

If you are still testing, I wish you and your students the best!

February 18, 2019February 18, 2019

Consequences. We need to be more sensitive.

Last week I posed the question about whether or not consequences work. This is a hot topic for me and as the week went by, I see it is also on the minds of many educators and parents everywhere. I personally deal with students who time after time receive a consequence for all types of bad choices. The most popular go tos are out of school suspensions and lunch and recess detentions. I took to social media to see what the masses felt. On social media, everyone was divided. I happened upon a discussion on instagram about taking recess away from students as a consequence.

@nobsclassroommanagement felt that the behavior is definitely going to get worse the rest of the day.

@blackgirlsteach said that the few times she’d taken recess away, the behavior did not get worse. The students sat with her and reflected on their behavior and made changes.

Many more went on to condemn the practice of taking recess as a consequence, citing that students needed that time to release some of their bottled up energy. While others questioned how would students learn from their behaviors if there were no consequences.

Before we can effectively correct behaviors we have to take a look at what may be the underlying cause of it. Special educators often conduct Functional Behavior Assessments (FBA) on students to determine the cause of their behavior. Part of an FBA does consider factors that are going on in the student’s personal life, but the primary focus is the student’s behavior in school. What is the student doing and not doing. Unfortunately, we can’t go around conducting FBAs on every student.

So, what can we do? One of the first things we can do is take a look at ourselves as educators. Are we taking a culturally sensitive look at our students? I use the term culturally sensitive because it is a popular buzz word in education right now. We need all teachers to be culturally sensitive, but some do not truly knows what is means. according to the National Education Association, being culturally sensitive means that we are aware that students come from cultures other than our own. That awareness propels us to an understanding of those differences and provides us with the ability to still meet the needs of that student through our teaching.

Please understand that being culturally sensitive is not just about race! I’m an African American teacher, that does not mean that I am automatically culturally sensitive to everything that applies to all African American students. We all have different experiences and social economic backgrounds. I could be out of touch, but this is where relationship building becomes important. In order to be culturally sensitive towards anyone, we need to get to know them on some level to know what is going on with them.

By now you may be thinking she is saying a lot but what does this have to do with consequences? Building those relationships will tell us a lot about a child. It also creates a relationship built on trust, especially if the student feels that you are on their side. Based on that relationship students are more apt to listen when redirected. What about those children who still continue to struggle? Next week, I’m digging deeper into sensitivity by going beyond culture into trauma.

Until then, I want to know how are you being culturally sensitive and how do you feel about taking recess away from students? Comment and let me know!

February 6, 2019February 5, 2019

Consequences. Do they work?

I have shared that I am a special education teacher. I teach math, language arts, and science in a self-contained resource classroom. I work with a wide range of special learners who at times do not make the correct choices. What happens when students don’t make the “correct” choices? They get a consequence! But what really is a consequence? When you check the dictionary, consequence has two different meanings:

a result or effect of an action or condition
importance or relevance

So essentially, one could say, “that consequence was of no consequence!” Insert hysterical laugh track. But seriously, how many times have you felt that a consequence actually worked? Whether as an educator or a parent, the use of consequences can be like navigating a minefield. Step too far to the right or left and it can end tragically. You know what that looks like; the student who never speaks to you again or the sullen teen in your home who does everything in their power to do the opposite of what you ask.

I saw this meme and immediately thought to myself, guilty as charged. Yes, I too have complained about that student who is always into something. Of course, taking away his recess and replacing it with detention time after time after time will definitely make him think twice about his “choices.” Or suspending him for two days each time he does XYZ is going to make him stop (insert behavior of your choice). In my opinion, if a student constantly struggles to regulate their behavior or adhere to classroom expectations they will begin to act out in order to get a consequence. Especially if that consequence gets them out of class or school, situations or environments that may make them uncomfortable. Making the consequence something that is desired.

Now don’t get me wrong. I feel that consequences can work for some students but not all. As I often like to say at work, we have to get creative. Take the example of Robert W. Coleman Elementary School in Baltimore. Instead of sending students to detention or the principal’s office, the school created a Mindful Moment room, where students are asked to use calming strategies like deep breathing or mediation. Once they are calm they are encouraged to talk about what happened. Read more about this by clicking here.

If you don’t have the option to start a Mindful Moment room, what can you do?! Check back next week as I discuss how to avoid getting to the point of constant consequences.

January 28, 2019January 28, 2019

Why I Became a Teacher

Over the last few weeks, I’ve seen the above meme circulating around social media. It lists many of the things that teacher ~~endure~~ do on a daily basis. At first glance, it doesn’t make teaching seem like the idea career choice. I mean, let’s be real, being a teacher is HARD work. People love to talk about all the days we have off, but most of the time, teachers spend their “off” days still working. Not to mention there are of many of us who work second jobs in order to supplement our incomes. During a school day, any true teacher knows that it is next to impossible to get any of the other duties of our job completed. That includes but is not limited to, communicating with parents, planning for future lessons, etc. And if you are a special educator like me, you have IEPs to write and goals to track. There is never enough time in the day!

From that opening, you might be wondering why do it then? For me, I love working with children. I love to see the “A Ha!” moments when a student figures something out. I love to see a student learn something new or accomplish a goal. There are days when I think to myself, what were you thinking?! But those days are few and far between. I have only been a classroom teacher for the past five years, but I always knew that I wanted to be a teacher. In elementary school I developed a love of reading. I could spend hours lost in the pages of a book. I can still can, when I find the time!

My sixth grade teacher made me want to be a teacher. Her name was Mrs. Derrick and I was convinced that she knew everything about the world. She was beautiful and kind. I can’t remember her ever raising her voice for any reason. She had this calming aura about her that even when I think of her to this day, I feel happy. Fast forward to my senior year of high school and I was able to work as a student teacher with Mrs. Derrick. I loved it! The discussions that we had about books. I was amazed at the things that the students knew. It was a no brainer that I was going to college to get my education degree.

BUT we all know that the best laid plans just never happen or however it goes :). Off to college I went and because of family pressure I became a business major. I went to work in the family business and was pretty good at it. I got my MBA and started my own event planning company. There was always something missing. Finally, I decided that I wanted to get back into the classroom working with students. I went back to school in order to get my teaching license. I got a job working as a paraprofessional and once I had my license, I landed my first teaching position.

Initially when I went back to school my focus was early childhood education. The thought of molding tiny kindergarten minds was enticing to me. UNTIL… I was a substitute in several kindergarten classes. I developed a different level of respect for kindergarten teachers. It takes a special person to mold those tiny minds. Then I worked in special education as a substitute and realized that I’d found my calling. Helping students reach their goals and giving families the support they need became my driving force as an educator. So, the working more than sixty hours per week and endless paperwork is worth it. When I see the smiles on my students’ faces or the student who has been struggling write a complete sentence independently, it is worth it.

January 2, 2019January 2, 2019

It’s 2019. Now What?!

2018 has come to a close. I am very happy about it. 2018 was not one of my best years to say the least. It was filled with so many challenges, both personally and professionally. I look forward to 2019 as an opportunity to press the reset button and reinvent myself. Come back swinging so to speak.

Let’s be real, I say this at the start of each new year. Then ~~two days later~~, one month later, my zeal has fizzled once again and I’m back into my old habits. Not that my old habits are bad, I still get up each and everyday trying to be the best version of me, teach kids, take care of my family and be an overall awesome person. There were two incidents that occurred in the last two months of the year that got me to thinking, “Am I really giving it my best or do I sometimes just dial it in?!”

It hit me like a ton of bricks that I could be doing more for my family, friends and students. To make it plain and simple, I could just BE BETTER. So my focus for 2019 is to do better and be better. Of course, I had to ask myself, “Self, what does that mean?” The main thing I feel it means is to do all things intentionally. That means thinking about the purpose, being deliberate in my actions and conscious of how it will affect others. Easier said than done, I know, but striving to be better is the start. If everyone took the time to be better, we would see so much change in the world. Don’t worry, I promise to keep my soapbox posts to a minimum! Back to educational things in a couple days!

To everyone reading this, Happy New Year and let’s be better together!

November 8, 2018November 8, 2018

What Lebron James Is Teaching Us About Parental Involvement

I have a confession to make and some of you may dislike me when you hear it.

I do not like the movie, Field of Dreams. There I said it. At the end of the movie, I was unimpressed and feeling, well meh. When the voice kept whispering, if you build it they will come, I kept thinking to myself, everyone but me. Now you are wondering what does this have to do with Lebron James and education?! Everything!

Lebron has proven, if you build it they will come. At the end of July, in conjunction with Akron City Schools, he opened the I Promise School. There was nationwide media coverage of course, I mean he is Lebron James! At the same time he was able to shine his spotlight on the need for a school like this.

The school boasts a roster of 240 third and fourth grade students. Over the years, Lebron has shared that as a fourth grade he missed over 80 days of school while moving from house to house with his mother. He credits mentors that he found in the school setting with helping him to get to school everyday in the fifth grade.

Students are selected from students who are at least one or more grade levels below their peers. It also has a longer school day and an extended school year that goes from July to May. Students even received brand new bikes! I know, I know, what does this have to do with parental involvement?!

Students are provided free breakfast, lunch and snacks. Gone is the worry of providing a meal or paying for school lunch. Free breakfast and lunch are provided at other schools but not many offer a free snack. At my school I buy snacks for students out of my own pocket. It’s a simple thing that goes a long way. If a child (and a parent) know there is a meal coming soon and they don’t have to worry about it, the more they can be focused on their education. Students are also promised full tuition to University of Akron if they complete the program and graduate from high school. Another load off the shoulders of families who may not be able to pay for it.

The I Promise School also believes that education is not just important for the students but parents as well. Parents are given free GED classes. They can also take advantage of job placement services. Lebron and his team are showing us that in order to educate children we need to educate the family too!

What services does your district offer families and parents?

October 15, 2018

6 Tips for a Successful Parent Teacher Conference

By the time you read this I will be knee deep in parent teacher conferences. As a parent, I love speaking with my children’s teachers good or bad. I feel that my children’s teachers are integral parts of their team or better yet, very important members of their personal coaching staff. Teachers want to help and I know this because I am speaking from the standpoint of an educator. That is mainly the reason many of us get into the teaching profession. WE WANT TO HELP KIDS THROUGH EDUCATION! (puts soap box away) This list of tips came about because even I as an educator still get a little intimidated when I meet with the teachers. I don’t know what it is, but this feeling comes over me. I want parents to come into conferences feeling empowered and relaxed.

ptc

Have an honest discussion with your child. Ask them how things are going in school (this should be happening daily). Some of you may need to have a “Come to Jesus” conversation, meaning give your child an opportunity to come clean about anything they haven’t told you yet. Being blindsided with something you had no knowledge of can be upsetting to say the least.
Make notes or a list of questions. It is so easy to forget to ask something or let the teacher know something important. If you are anything like me, if it doesn’t get written down, it’s forgotten in like 10 minutes. Put it in your smartphone if you don’t want to pull out an actual paper list. Teachers love to see this or at least I do.
Ask for explanations. If you don’t understand why something is or isn’t being done for your child by all means get clarification! Especially if your child receives special education services or has a 504 plan. It is hard to advocate for your child if you don’t understand the process.
Stay calm. It is hard to hear things about our little angels even more so if it is not good. Keep your cool and talk to the teacher about possible interventions and how you can help. Most teachers are nervous about conferences as well (imagine telling a parent that their child is failing or their behavior is a problem).
Follow up. If there is work that needs to be caught up on or corrected, make a date to either meet again or talk via email or by the phone. This also lets your child know that you are fully invested in their education.
Be on time. On conference days, meetings are scheduled back to back. It is important to be mindful of other people’s time. If you are going to be late or can’t make it, just call or text (I love the Remind app)

If you have some other tips that you would like to share, please comment!

Until next time, read on!

Kandi B

September 25, 2018

Isn't that too difficult for YOUR students?

Next Monday my students and I will be participating in the Global Read Aloud (click here to find out more). This is my third year being a part of this amazing project. Each year books are selected for various grade levels. You choose the book that you will read with your class and you can follow the pacing guide that has been set up for the book, usually three chapters per week, or do what works for you. The wonderful part of the project is connecting with other teachers and students around the world. ALL FOR FREE!!!! There are resources provided for each book. If you have not done this before, it is worth your time to check it out. Head over and sign up! It officially begins on October 1st!

Over the past couple of years, I have exposed my students to “The BFG” and “A Long Walk to Water” all because of the GRA. Each year, I have a colleague approach me and say isn’t that too difficult for YOUR students? I try to believe that it is sincerely coming from a place of concern and not a case of dismissing the abilities of my students. Granted some of my students would struggle to read, not to mention understand the aforementioned books independently, but shouldn’t all children be exposed to different types of literature, even those that may be at a higher reading level?!

YES! In his book “The Read Aloud Handbook,” Jim Trelease gives his do’s and don’t’s for successful read alouds. Included on his list of do’s is to “occasionally read above the children’s intellectual levels and challenge their minds.” I have found that some of my non-readers or struggling readers can understand complex texts better when they are read aloud to them. Last year, we had the best discussions while reading “A Long Walk to Water.”

He also suggests avoiding long descriptive passages if a child’s imagination and attention span don’t allow for it. You can eliminate the paragraph altogether or shorten it if it contains important plot information. So my answer to colleagues is are you serious (insert hand over face emoji)?! No, I don’t really say that but it is going through my head. My professional answer is yes, independently it would be too difficult but as an educator, I know how to make it work (insert big cheesy grin). Then I tell them to read The Read Aloud Handbook.

This year I have chosen to read, “Amal Unbound.” This week we are spending some time learning about Pakistan, which is the setting for the story. There are some tough issues tackled in this book. Indentured servants and equal education for all genders are just a few. Again if you have never participated in the GRA, please, please, please check it out! Did I mention it is free?!

Until next time, read on!

Kandi B