Reality 101: CEC's blog for new teachers

Richard: To Summative or not to Summative

As the semester ends, it is now the season of final exams. I find the idea of finals in middle school a little odd, but I will work with what I am given. I find them odd because in my district we take regular common formative assessments (CFAs) at the end of each unit.

I know what your thinking, I said formative, so what’s the issue? Well, it is a misnomer. We use them not as we go, but at the end (summation) of a unit. For example, we may give the CFA at the beginning of a unit as a pre-test, then give the same test as the unit exam. In my mind, that makes it more of a dual function diagnostic/summative exam rather than formative. If it were a true formative, we would give it to students in chunks, as they finished a lesson in the segment. Instead we wait, hype it up, provide a study guide, and give it as a chapter test by another name.

I must admit, I don't like the CFA process and don't use them often in class as we are prescribed to do. The tests typically have no fewer than 50 multiple choice and matching questions. Unfortunately, for students who need read-aloud accommodations, have processing deficits, and/or a general low frustration level, those kinds of tests simply aren’t effective in my setting.

Allisence: Talkin' the talk and walkin’ the walk

ap•pre•ci•a•tion [uh-pree-shee-ey-shuh’n] noun 1. gratitude; thankful recognition

One of the things I really appreciate is that my school is an International Baccalaureate Candidate School, and one of the things I appreciate most about the IB Primary Years Programme is the IB Attitudes. We want our students to be global citizens who exhibit  respect, independence, confidence, tolerance, enthusiasm, curiosity, creativity, cooperation, empathy, commitment, integrity, and appreciation.

As a school, we're focusing on appreciation this November — I'm guessing because it goes along well with Thanksgiving. As I was trying to prepare an initial lesson on what appreciation is and how we go about exhibiting that attitude on a regular basis, I was struck by how little appreciation I really show.

I can honestly say that I am extremely appreciative of my students, my aides, my fellow co-workers, and the simple fact that I have a job, but I'm also extremely positive that I'm appreciative of all these things only on the inside. I'm pretty sure nobody, except those of you reading this right now, has any idea how appreciative I really am, which is really sad.

Theresa: Test-taking anxiety

I cannot believe that it is already the end of the first quarter! I am glad to say that I managed to input my grades and finish the IEP report cards well before they were due! I am starting to feel the effects of way too many things going on at once in my classroom and I really think my students are starting to feel it too.

Last week we took yet another standardized assessment. This one is a new one for us; it is based on the new Common Core State Standards. I really have mixed feelings on the assessment. I understand that my school district is trying to get a baseline for where the students are performing on the new Common Core State Standards. But is it fair to expect students to do really well on an exam revolving around standards that they are not being taught and to which the curriculum is not yet aligned?

Richard: Who's really in control?

Students with emotional/behavior disorders are known to be highly vocal, active, and bold. Many times they will often blame other people or things for their behaviors. With their external locus of control, they often times report to staff that the (this or that) made me do it, or (somebody) said/did (something) so that made me do what I did. I have been amazed by the extent to which they externalize the control for their actions for nearly everything that occurs within their world.

I have come to the saddening realization that no matter how strong of a bond I think my students and I have, as soon as something happens, it becomes a “But, Mr. Williams did (this or that) and so I (did this or that).” When did Mr. Williams do (this or that)? “Oh, um, um, um, like a few weeks ago I think, (pause) but I just remembered, so, yeah, that's why I did it!” This is usually said with a look of great satisfaction for reportedly getting me "in trouble."

Jessica: Where it's AT

Have any of you seen the movie Soul Surfer? It’s the true story of a surfer whose arm was bitten off by a shark and despite this loss of limb, she made it back into the professional surfing circuit. I was mesmerized by this movie. One of my favorite moments in this movie, I must admit, was when the girl’s father adapted her surfboard by adding a handle to the center so she could duck dive with one arm. When he revealed it, I said to my husband, “That’s assistive technology.”

Assistive technology (AT) is a growing source of interest to me. It started with this amazing video I watched about the many AT devices used by Richard Devylder, a man who has lived his whole life without arms or legs. It really showed me how people with even the most seemingly unconquerable disabilities can achieve success and independence in life. Then, last February, I attended the California Association for Resource Specialists’ annual conference. It was the first time I’d attended a special educator conference, and it made for a great first experience.

Allisence: Queen of Crazy Field Trips, Part II

I declare that I am still the Queen of Crazy Field Trips. Kids’ Day at the Fair was an absolute blast! My students had such an awesome time even if they had to endure the 30-mph crawl there since I’m not exactly the most confident driver. Once there, they got to go on rides, play games, pet all kinds of animals (including a kangaroo), eat a free hotdog lunch, and get a stuffed animal. 

It was also great just to see all kinds of kids with all different exceptionalities have an opportunity just to be kids and to do things they may not have a chance to do otherwise. All the people who worked the rides that day, coordinated the parking, and handed out food were all volunteers who wanted to make the day special for students with exceptionalities. It was moving to see the community really come together and embrace our students.

Theresa: Send me a postcard!

Reflecting is a big part of teaching, and I’ve never been really good at “formally” reflecting on my teaching practice. Some of my best ideas, reflections, and brainstorms come during my car ride to and from school or when I’m out walking my dogs. So, as I was thinking about how to reach 30 bilingual 4th graders (six of which have IEPs) during my co-teaching, I came up with a great idea: POSTCARDS! You’re probably asking yourself, how is a little 3x5 piece of paper with a picture on it going to help you teach? Trust me, it will!

My 4th graders are studying the states and regions of the United States in social studies. I know that my students rarely get the chance to travel outside of the Chicago area, and if they do, they don’t take fun random trips around the country, but, rather, go to Mexico to visit their families.

My plan is to expose my students to all of the content of States and Regions through postcards. I made a quick call to my dad, who had just left that morning for a trip to North Dakota. I begged him to buy postcards wherever he stopped, once I explained it was for my students he quickly agreed.