Reality 101: CEC's blog for new teachers

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.

Allisence: Queen of Crazy Field Trips

I am the Queen of Crazy Field Trips. Every time I hand the school secretary a field trip permission form, she laughs and asks where we’re going this time. The joke is that we’re headed for Disneyland come May; she’s already volunteered to chaperone.

Let me assure you we are not headed for Disneyland—ever. Even still, I don’t plan on relinquishing my title any time soon.

This all started when I brought my fifth grader to the 99-cent store across the street from school. He had money goals, so it made sense. Then we headed (as an entire class) to PetSmart, as we had been studying animal vocabulary and PetSmart is a billion times cheaper than the Phoenix Zoo. In fact, all my crazy field trips are free.

Richard: Economic Reform—Room 605 Style

I base my classroom management on a token economy system that involves points and rewards. A token economy is the most-recommended form of classroom management strategy in practice today. I say that because when I research other options, I can’t find any!

I recently went to a consortium in which we were presented with a system that uses points and levels and rewards. The system seemed nice but had significant downfalls in my opinion, which is what I want to explore this post: How do you effectively blend PBIS and a token economy to maximize positive student behavior?

I have been taught and advised that in a token economy, what a student earns is to never be taken away. The prevailing idea is that they do not yet understand consequences and that by mimicking the real world, I run the risk of losing the child to defiance for the remainder of the year.

Theresa: Classroom Management Woes

“Teacher…teacher…TEACHER!!!”

“I will call on students that raise their hands, and my name is not ‘Teacher.’”

“But why can’t I call you that? You ARE a teacher!”

Classroom management is something I really believe is one of my strengths. Yet this year, I feel like I’m having difficulty getting all of my students on board. I’m frequently getting outbursts like the ones above. I’m trying to figure out what I’m doing differently this year, but I think that it’s simply that the dynamics my students bring to the classroom are a lot different than what I’m used to.

This year presents a really unique challenge for me: My students will be as quiet as possible when I give them an in-class assignment to work on. It is sometimes so silent that I can hear a pin drop. (And yes, I know this is not a usual occurrence in special education resource rooms!)

Jessica: From Hopeless to Hopeful

That feeling of being overwhelmed is a recurring theme with my fellow bloggers, and I am compelled to throw my hat in the ring.

Here’s the deal: No matter what I do, I wish I could do more.

I work with my students, both individuals and small groups, all day long in varying push-in and pull-out sessions of 30 to 80 minutes. I hope I’m helping them, yet I always have that feeling in the pit of my stomach when the words “OK! I’ll see you tomorrow!” escape my lips. It’s that feeling that tells me, Gosh, I wish I had more time with them.

Richard: Where Did I Put My Map?

A special educator (read: paperwork specialist) enters the field with the foreknowledge that they will have a significantly higher amount of paperwork than the typical teacher.

I knew going into my position that I would have to complete IEPs, FBAs, BIPs, and goal progress reports every grading period. I spent my summer organizing my lessons and days to accommodate my duties because I knew I would not have a planning period, being in a self-contained setting. I started the year off with a wonderfully ignorant belief in my ability to complete paperwork within the school day without any complications, all while providing exemplary instruction. Boy, was I wrong!

Three weeks into the school year, our district decided to require that each case manager keep a four-inch binder of progress monitoring data for each student. We would be responsible for keeping student work samples and all the relevant paperwork up to date, such as IEPs and BIPS, both in the notebook and in the student’s file. We were charged with “regularly monitoring and assessing student progress” toward IEP goals and recording that information every few weeks on a form—forms we needed to create on our own, given only the vaguest examples possible.

Allisence: Siloed

First of all, I’m not so proud to share that I have not started running, nor have I made much progress in finding any balance in my life. But I did walk outside and buy myself a new pair of earrings. Baby steps, I tell you, baby steps.

Anyway, did you know that 1873, a man named Henry Hatch of McHenry County, Ill., invented the very first silo? He built it out of wood and stored grains inside of it. He was probably a very forward-thinking man.

I saw my very first silo when I moved to Michigan for college. After being told farmers kept grain inside of them to feed their animals, I could not figure out how they filled those things up. I mean, if you put the grains in through a little window, all the grain already in there would just spill out! Little did I know that silos require some fancy engineering . . . on the inside.

My grad program is built on the idea of co-teaching. In the past year and a half it’s been drilled into my head that silos are bad news and that no teacher should operate in silo fashion. Everyone knows this, but when you’ve been trained to operate as a co-planner, co-teacher, and co-assessor, being the sole teacher-of-record in a self-contained class where I have no team whatsoever is quite hard.

Theresa: Too Much of a Good Thing?

Disclaimer: I am not a super hero, nor do I claim to have super-human powers.

Collaboration. (sigh) It seems every time I turn around someone is talking about it. I almost feel like I need to put a dollar in a “swear jar” whenever I hear the word “collaboration.”

I understand that collaboration is a necessary part of my job in order for my students to succeed. However, I feel like the expectations placed on me in this area are unobtainable. As much as I would like to be in more than one place at a time, it is just not possible (hence the need for super-human powers—and maybe Richard’s cape).

Richard: Welcome, Ricky-Dude!

Reflecting back on my favorite teachers in grade school, I realize that most of them had class pets. Somehow, those teachers just seemed more fun and I actually looked forward to being in their classes.

So I decided to get a class pet of my own. I felt that the responsibility of daily feeding, plus the potential for fostering the pet over breaks, would be a great way to help my students with EBD grow, mature, and increase their positive behaviors. I also knew they would love the opportunity to play with something other than a board game (LIFE is an amazing game to reward students’ work on reading and basic computation skills, by the way!).

During our fall break, I purchased a guinea pig that, at least according to the salesperson, may have his own form of EBD. He is very active and loves to randomly run around his cage bucking like a bull and knocking things over. I was told he even “bullied” others to get to the Timothy Hay he loves so much. I instantly knew that he was the perfect pet for my students!

Allisence: No Hope for Balance

Despite previous bouts of self-doubt and concern, I feel like my aides and I are finally starting to gel. Weekly AIMSweb progress monitoring has given me solid data that my students are making progress in both reading and math; my district’s special services director just informed me I’m getting a SMARTBoard this week; and somehow I’m still alive after a month of juggling writing lesson plans, doing paperwork, being a part of committees, and finishing up grad school.

Yeah, I’d say things are going pretty awesome right now. I know you’re thinking I just cursed myself as soon as I typed those words. I think so, too. But aside from that, I will share with you my biggest worry. My absolute biggest worry at the moment is that there’s no hope for balance in my life.

Jessica: The Other Side of the IEP Table

I hope I’m not late . . .
I hope I am dressed okay . . .
I hope I don’t say anything stupid . . .

This was me. Going to my first IEP. I was curious, hopeful, nervous.

First, introductions were made. Then, presentation of reports. I was very impressed with how in-depth the speech and language specialist’s and school psychologist’s reports were. I was probably thinking something like. Wow, they did a lot of tests . . . hey, that test has the word Hawaii in it . . . too bad we couldn’t have done the test in Hawaii. . . .

Sounds like I knew what I was doing, huh? In reality, I didn’t even know what “IEP” meant. I didn’t know about procedural safeguards or timelines, either. I only knew that everybody at the table was there to talk about my son.

Theresa: My Co-Teaching Comfort Level

When looking through my students’ IEPs, nothing increases my anxiety more than seeing the word “co-teaching.” Behavior plans, transition difficulties, and problems listening to adults do not faze me. However, when I see that my students require co-teaching, I begin to feel a slight panic.

I know some teachers really enjoy co-teaching, but I have to admit, it is not one of my favorite things. Don’t get me wrong: I want to do what is best for my students, and if co-teaching is what they need, then that is what I will do. I have taken the classes, attended the PDs, and watched the videos about “ideal” co-teaching. But it is still something I am not very comfortable with.

This year, I am so lucky to be co-teaching with a wonderful colleague (and she is probably reading this right now, too!). Having a general education teacher who is willing to accept you into her classroom is really one of the most important things when it comes to successful co-teaching. I know that some teachers like to be left alone in their own classrooms, but come on! Having two teachers at once is better for all of the students.

Richard: Are We There Yet?

Wow. My students, para, and I have made it through the first six weeks of school and now are on vacation (thank you, balanced calendar!). Time to pause and reflect on our work together thus far.

I began the school year with a two-week review of basics for each subject, then plunged into the curriculum. I now realize that wasn’t the best idea. Why not? Because as we get into the finer details of the curriculum, I am finding that either my review didn’t work, or the students never really knew the basics to begin with.

For example, I recently gave a short essay assignment: Write a one-page narrative. The results were disheartening, to say the least. I realized my students have little-to-no working knowledge of basic grammar or writing conventions. I see now that I should have done a pre-/post-test for the review and spent the following week or so doing remediation for those ever-so-important basic skills.

Theresa: New School Year, New Classroom

I remember a veteran teacher once telling me, “You know, teachers who are really good at cleaning up classrooms tend to get their classrooms changed a lot.”

That seems to be the case with me. Once again, it is time to set up my classroom for the year, and once again, I am moving to a new classroom. It seems that I am one of those teachers who is really good at turning an ugly classroom into a very functional and inviting space for my students.

I loved how big my first classroom was. There was so much space that my students could spread out and work or read without disturbing their peers. There were tons of extra desks and tables that made it really easy to designate spaces for centers and other classroom activities. Granted, the dingy carpet was held together by various layers of duct tape, but I did not mind. Some deodorizing spray, carpet squares, and throw pillows were all it took so you did not notice the carpet.

Allisence: Inspiration from a Haboob

If you live in Phoenix — the city of 100-degree temps even after midnight — San Diego sounds like a dream. It’s by the ocean, it’s within driving distance, it experiences perfect weather all year round, and it’s not the desert.

My lucky, lucky parents happen to live in San Diego, so a friend and I road-tripped on over to the City of Perfect Weather for the Labor Day weekend. While we were there, we went to the beach, saw wild dolphins jumping around in the ocean, and ate both seafood and home-cooked Chinese food. It was pretty much a perfect long weekend and a great escape from the desert heat.

On our 5.5-hour drive back to Phoenix, we were hit by a haboob. What’s a haboob, you ask? Well, a haboob is a type of intense dust storm commonly observed in arid regions around the world like the Middle East and, of course, central and southern Arizona. While I’ve experienced haboobs and dust storms before, this one hit me especially hard: 1) physically because I was driving at the time and 2) mentally because it reminded me that while I’m able to escape from the desert on a whim, none of my students have that option.

Reality 101 Featured on Education Week's Special Ed Blog

Thanks to reporter Nirvi Shah and our other friends at Education Week for last week's story on Reality 101!

Entering a Special Reality (EdWeek's "On Special Education" blog, 8/31/2011)

Jessica: Have You Hugged Your SELPA Contact Today?

Every county (in California, at least) has at least one Special Education Local Plan Area (SELPA). This group is collectively my one-stop-shopping experience for all things special ed. In fact, my SELPA regional contact is the person who first told me about the Council for Exceptional Children, so you know they’re awesome! During the last two school years, I attended trainings in specific curriculums and effective instructional strategies, IEP writing, and assessment administration — and they were all FREE.

Recently, my SELPA held its annual special education orientation to kick off the school year. While the target group is special educators, any educators within the SELPA were invited to attend. It included a presentation on how the different divisions within SELPA work together to make sure we are providing appropriate services to our students with exceptionalities, as well as a reminder about our new IEP forms and the Student Study Team process.

Richard: NCLB Hits Home

The first two things I learned about special education were: 1) to be explicit in instruction and directions and 2) to create a culture of success for my students. I’ve learned those things are much easier said than done.

I started the school year believing my students were no more than two grade levels behind, based on their Criterion-Referenced Competency Test (CRCT) scores, and I created my lessons accordingly. I provided common accommodations such as shorter reading passages, read-aloud tests, advance organizers, and as many graphics as possible.

After weathering many meltdowns and shutdowns, I looked at my para in utter confusion. I could not understand what was setting my students off. I had evaluated the incidents and looked at antecedents, behaviors, and student expectations, and I failed to find a common theme.

Theresa: Where Would We Be Without Mentors?

What defines a new teacher? According to the school district I work in, you are considered a new teacher for the first two years. (And here at Reality 101, it’s three.) Now that I am entering my third year of teaching, I wonder if I missed the finish line where one becomes less of a new teacher and more of a veteran teacher.

One sign that I have graduated from new teacher status is that I get more and more responsibilities at work. This year I have been asked to sit on administration interviews of teacher candidates and to take on students from different universities as they complete various requirements for their teaching courses.

As a first- and second-year special education teacher, I was lucky enough to receive mentoring services from an induction coach through the Chicago New Teacher Center. My coach last year gave me exactly the support I needed. When she came into my classroom, she would know if I was having a good day or a bad day; she would know when to take notes and when things should be “off the books.”

Allisence: Managing for Dummies

In 1991, Dan Gookin might have been the most ingenious dummy on Earth. Ingenious because he authored the first in a series of more than 1,600 books (take that, J.K. Rowling!). And a dummy because he dared to call pretty much everyone who can read the English language . . . a dummy.

And yet he got away with it. Why? Because his book, DOS for Dummies, explained to “the rest of us” what DOS is. I, for one, have not read this book, so I am still unable to call myself an enlightened DOS dummy. However, there is one For Dummies book that I could really use right about now: Managing for Dummies.

Pretty much every single class I’ve taken thus far in my masters and certification program has talked about how to collaborate with paraprofessionals, how to incorporate them in instruction, and how to create a classroom culture that embraces the strengths of all its members. I heard the same things so many times that it became quite ingrained, but none of it really hit me until I started teaching this year.

Richard: Where Did I Put My Cape?

What a first week! As a teacher in a self-contained classroom, I was aware that I would be teaching all the subjects to students in all grades, plus two elective courses. I was happy when I found out that I only had one eighth grader for one class, which meant I would only be teaching two grades for the majority of my day.

As the summer progressed, I decided to be proactive and begin lesson planning, which also helped me meet and build relationships with those need-to-know teachers who are the best of the best in their subjects.

Going into pre-planning, I felt assured that I was fully prepared and ready for my students. But by the end of day two, frustration consumed me. It was not the frustration that comes with setting up my first classroom or normal beginning-of-the-school-year stress. Rather, it was the sense that my school expected me to be Captain Planet.

Why Captain Planet? “Earth! Fire! Wind! Water! Heart! . . . By your powers combined, I am Captain Planet!”

Jessica: Conflicts and Conflict Resolution

Tell me if you’ve ever experienced something like this:

Student: Teacher, Guy called me stupid.
Guy: Only because Student said I was a jerk.
Student: But he took my lunch spot.
Guy: I got to the table first.
Student: No, I got to it first.
Guy: No, I did!

(a quick glance at the lunchroom shows a good 20 empty seats)

Name-calling and petty arguments are the types of conflicts that most commonly occur at my school, and they are difficult for a third party such as myself to resolve. This is because of emotional investment.

Theresa: Tales from the IEP Meeting

When I was going to school for my master’s degree, I took one class in which we spent a lot of time conducting mock individual education program (IEP) meetings. What I remember most was how much anxiety they caused me. Thoughts would race through my head: How am I supposed to be in this meeting when I know nothing about the student? Won’t I know a lot more about the student when I am a teacher? Why are is everyone acting so crazy? They don’t act like that in real meetings, do they?

Fast-forward to my very first IEP meeting as a special education teacher. It was two years ago, but I remember it like it was yesterday. I was very new and thought that all IEP meetings were like the ones practiced in my classes or imagined in my head. Boy, was I wrong!

This was an initial evaluation for the student, and his mother was hesitant about the whole idea of special education. When it was time for introductions around the table, I said, “Hi, I’m Theresa, the special education teacher.” The parent became so irate at the idea of her child needing special education that she rose out of her chair and stood over me in such a way that I almost felt threatened.

Allisence: 5 Things Making a Comeback

I love the way Converse All Stars look, but I’m not such a fan of how much they cost, so I bought some look-alikes. During a recent visit home, my dad took one look at my shoes and commented that Converses were “in” when he was young because they were affordable—and now everyone’s paying $60 for what should be cheap shoes.

This got me thinking about all the things that are making a comeback. Supposedly the current economy is causing everyone to subconsciously reminisce about happier times. I don’t know about that, but I do know many things besides ’70s clothing seem to be enjoying a comeback.

So here’s my list of top five things making a comeback this school year.

Chalkboards. While the rest of the nation seems to be moving toward SMART Boards, I’ve been blessed with a chalkboard. You know, those dusty green wall-hangers kids with sensory issues don’t like? That being said, my school is at capacity this year, so we’re using classrooms that haven’t been used for years. Guess I’ll have to limit the black clothing. . . .

Theresa: Stocking Your Classroom with DonorsChoose.org

Back-to-school has always been one of my favorite times of year. I look forward to seeing the great sales every Sunday. Who doesn’t love crayons for 25 cents, notebook paper for a penny, and rulers for 50 cents — the deals just keep coming!

However, what I really love (and hate at the same time) is when the teacher catalogues start coming in the mail. I will spend too much time drooling over things I wish I could have in my classroom. I mean, who doesn’t want a traffic light decibel reader or a wireless Eggspert in her classroom? But then reality sets in when I look at the prices, and I begin to wonder if there is some magical classroom out there that actually has all of these great things. Or do all teachers drool at the catalogues as I do?

Richard: Teacher Induction — Family Style

As a new teacher to Henry County Schools, you must go through a week-long teacher induction program (TIP). If you talk with veteran teachers, you are warned of the stereotypical monotone presenters (think Charlie Brown’s mom) spouting endlessly about policy and procedure.

Luckily, my TIP experience was the complete opposite. It made me feel as though I am a new member of a family that is excited to have me there and will support me throughout my first year and career within the education system.

As I got out of the car Monday morning, my stomach was turning and my mind steadfastly preparing for three days of boredom. However, by the time I reached the front door I couldn’t believe where I was. Administrators from the central office and school leadership were outside and within the lobby of the auditorium, greeting us with smiles, taking time to have conversations with us, and providing a welcome unlike any other. Within an hour, district officials had us laughing and even singing a song about how excited we were to be in Henry County Schools!

Jessica: Hot Fun in the Summertime

I have two schools. First, there’s my working school. As the name suggests, it is the school where I work. It gives me paychecks and fun lunchtime conversations. I get a nice summer break from this working school.

Then, there’s my other school, the one I attend. I just finished the last of my credential courses and am now working on my master’s. This schooling sometimes feels like it will never end, which means that on good days I fancy myself the perpetual student, and on other days I call myself a glutton for punishment.

I’m entering my second summer in a row when I haven’t been truly “off” from school, due to textbook-reading and paper-writing assignments. This summer, I have the added pressure pleasure of these lovely, looming words: literature review.

Allisence: Designing My Dream Classroom

There’s a story that during the Vietnam War, a certain prisoner survived the torture of being in a cell all alone for years by planning, in incredible detail, a dream house that he would build once he returned home. In his head, he knew exactly how many nails, how many 2x4s, and how many tiles he would need. When he got home, he built that house and, in terms of the materials he had estimated in his head, was only off by one plank of wood.

This summer, I’ve been pretending to have a smidgen of the ability that prisoner of war had and designed my dream classroom. I’ve planned out, in incredible detail, all the cute little students, where each table and desk will be, and the collaborative general educators I’m going to be working with next year.

Megan: A Final Goodbye

“How lucky I am to have something that makes saying goodbye so hard.”
 ~ From the movie Annie

It’s summer in Chicago! The weather’s warm and everyone’s outside. After months of cold and snow, Chicago comes alive in summertime.

Everyone always says that time flies, but this year it seems especially true. It feels like only weeks ago that I was applying to become a blogger for Reality 101. Just setting up my classroom, excited for the year to begin. Nervous as I started my master’s program. And here I am, a year later, and I feel like I’ve experienced so much in the past 12 months!

I’m very sad to say goodbye to this blog. I was so excited to become a part of something I felt was so worthwhile for new teachers. Thank you to everyone who read or commented on my blogs. Your thoughts have meant more than you know!

New Bloggers Debuting Aug. 1!

On Aug. 1, you'll meet Reality 101's new blogger lineup for 2011-12. Allisence, Jessica, Richard, and Theresa are all newly minted special educators, and they're excited to share the ins and outs, the ups and downs of the coming school year.

Stay tuned for what promises to be another dynamic and inspiring year at Reality 101.

Melissa: Happy Summer!

Well, it’s that time of year again: School’s out for the summer! All of my teacher friends breathe a sigh of relief, and all of my non-teacher friends think I’m off to sip iced tea on the beach for the next three months. Ah, if only. . . .

The school year came to a great end. I think my boys are as ready as they can be for the move to ninth grade and a new school. I still need to finish moving all my gear to my new classroom. And since both of my wonderful paraeducators are themselves returning to school this fall, I will be looking for new help in my room. I will also be adding some more students to my caseload, including some girls (finally!).

This is a very busy summer for me. I am teaching summer school to elementary students with disabilities, but none of them have autism. It is a whole different world from what I am used to, but I am having a blast! I’m team-teaching with a truly awesome special educator and the time is really flying by. The time I spend teaching counts as hours toward my internship for the special education strategist master’s degree I will finish in December.

Thank You!

Thanks to the many CEC members who applied to write for Reality 101 for the 2011-12 school year. Applicants can expect to hear from us in a couple weeks.

We can't wait to announce our new blogger lineup in August -- so stay tuned! And enjoy the last few posts from our fabulous 2010-11 bloggers: Brad, Megan, Melissa, and Sheena.

Brad: Songs of Summer

Shortly after the last day of school, I spent some time in the Midwest and managed to visit friends and family, get married, then drive north and relax for a few days — all before returning to Alaska to begin teaching summer school.

Teaching summer school is enjoyable because it’s an opportunity to work with a new set of co-workers while instructing students who are often at a very different educational level. Much of it is teaching the very important skills of basic communication, social interaction, and participation. So much of what we do in life depends on our skills in these areas and committing to improve any areas of weakness.

One tool I use to develop vital communication and participation skills is music. At its most basic level, music is a medium that allows us to choose the way we’d like to respond. Some of us hum along, some dance in their chairs, and others even sing (some in tune, some out of tune). Wherever there’s a crowd of people gathered, somebody inevitably chooses to communicate through song. Individual reactions vary, usually depending on who or where you are and what type of music you appreciate. At any rate, many of my students with severe intellectual disabilities connect to and respond well to music.

Each morning our students gather for circle time, where we review the day of the week, the weather, and the daily plan. I happen to play guitar and harmonica, so we also take a few minutes to sing songs and react to the music. I notice that when I talk and play guitar, most students are much more engaged and connected to the topic of conversation — and they’re also more likely to communicate with others when prompted.

2011-12 Blogger Applications Due Next Friday

If you love reading Reality 101, then consider becoming part of our blog team!

CEC is currently accepting applications from new special educators who want to chronicle their teaching experiences for the 2011-12 school year. With Reality 101 acting as your online journal, your stories will give readers a chance to get to know you, offer advice, cheer you on, and share their own tales from the trenches.

Remind you of yourself or someone you know? Learn more about applying. Deadline is June 17.

 

Megan: End of the Year

So let me say before we part
So much of me
Is made of what I learned from you
You'll be with me
Like a handprint on my heart
And now whatever way our stories end
I know you have re-written mine
By being my friend...
~ “Wicked”

The end of the year is approaching so quickly!

I cannot believe how the past 180 days have whizzed by (nor how, at other times, they have seemed so slow). My mind is consumed with all the successes of the year and how much more I wanted to get in. I have to say, I couldn't be any prouder of my team or my students.

This week, the final AIMSweb benchmarking report came out. My little guy with selective mutism who only knew two words and was "significantly below average” at the start of the year? His scores are now average! I have never been so proud of “average” in my entire life. During the benchmarking he made numerous vocalizations in the library, with many people around, and I almost started to cry.

Every new crop of students shows me something new about myself and helps me grow. So now I sit here thinking about whether I've made as big an impact on my students this year as they've made on me. Three of my students will move on next year, and I'd like to think they'll remember their time in my room fondly. Before I would have said “no way,” but now. . . .

The teacher across the hall from me is an ED/BD veteran—she's been teaching for almost as many years as I've been alive. Recently she shared a story that made me wonder how much my students really do remember about their teachers. A few weeks ago, this colleague of mine came home to a voicemail on her answering machine asking if she was so-and-so from such-and-such school in the ‘80s. The caller said she was a former student and left her number, saying she wanted to see what had happened to her former teacher.

Sheena: Our Passions as Our Professions

As the end of the school year quickly approaches, I realize that attending the CEC 2011 Convention & Expo was exactly what I needed at this stage in my career. Countless amazing, inspiring, and dedicated people were placed in my path, giving me the perspective I needed to move forward on my journey.

As I attended sessions and asked questions about the realities of co-teaching—my favorite subject, as you all know!—I was shocked to hear veteran special educators both acknowledge my professional concerns and encourage me to continue on the path. Their positive and supportive responses were just the consolation my young, passionate teacher’s heart needed.

Bloggers Wanted!

Are you a special education classroom teacher with three or fewer years of experience who loves to write? Want to share your stories with your colleagues? 

Reality 101 is searching for CEC members to chronicle their teaching experiences for the 2011-12 school year. With Reality 101 acting as your online journal, your stories will give readers a chance to get to know you, offer advice, cheer you on, and share their own stories.

Apply today! Deadline is June 17.

Brad: Tips for Hosting a “Transition Night”

Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has. ~ Margaret Mead

During my time at the CEC 2011 Convention & Expo, I was lucky to meet educators and researchers who are trying to find better ways to teach and serve exceptional children and their families. As I perused the many poster sessions, I was struck by the work of Lusa Lo of the University of Massachusetts, whose poster described a three-year parent community project between schools and immigrant families of children with disabilities. The demographic of our school here in Anchorage is one made up of immigrant, bilingual, and ethnically diverse families.

In my brief career, East High School has tried to improve its connection with students’ parents, families, and community. This year, a contingency of the special education department hosted two “Transition Nights” with the goal of connecting more students with disabilities to state and local services. Throughout the experience, I and my peers learned a few things about connecting with parents and hosting a “Transition Night” that I’d like to share with Reality 101 readers.

Megan: CEC in Action



Whoever ceases to be a student has never been a student. ~George Iles

It has been an interesting week back at school! My first day back after the CEC convention, it felt so odd to be driving to school. For a week, I had felt like a student myself, learning new ideas, interacting with higher-level academia, and digesting educational jargon. Now I was back to being the one imparting knowledge, not soaking it up.

I contemplated what my first day back to work would hold (as I do everyday) and came to a realization. As fabulous and enlightening as the past three days had been, everything I had learned was for one sole purpose: to educate the seven little faces that would be waiting for me that morning. I couldn’t wait to see them!

It is one thing to learn great ideas. That was far and away the best part of the CEC Convention & Expo, learning things I could actually use every day. But it is another thing to effectively implement those great ideas—a much more daunting task.

Melissa: FAQs

After talking to so many people at the CEC 2011 Convention & Expo, I thought I would compile a list of the most frequently asked questions about being a Reality 101 blogger and a new special educator.

I really enjoyed meeting and sharing the blog with everyone at the convention. I hope this is somewhat informative. :o)

What do you wish you would have learned in college that you didn’t?
When I finally had my first classroom, I felt like I knew enough about teaching to successfully get started. It’s the non-teaching stuff that I had never thought about before that caused the most issues. :o)

For example, I would have liked more instruction on working with general educators who did not have a positive attitude about being involved with special education. I think that was the hardest thing for me. I also would have liked to see IEPs from states other than one where I went to school. I started teaching in a neighboring state, and the IEP looked a lot different from the ones I completed in college.

The other stuff was more school-specific: I had no idea how to maneuver the lunch line. I didn’t know what I was supposed to do when I had bus duty. I didn’t know how to pick up line #2 on the phone.

How do you manage paraprofessionals who are older than you, or who think you should do things differently?
I’ve been very lucky in this area. I can point and grunt to my paraprofessional and he immediately knows what I want him to do, and most of the time he’s already on his way to doing it (Mr. C., if you’re reading this, you rock!).

If this isn’t the situation in your classroom, I would suggest writing a guide that states your classroom rules and expectations. Create an atmosphere where all the adults in the room are equal members of the team, with final decisions ultimately up to you, the lead teacher. I know that sounds like a contradiction, but while you (and your students) respect your paraprofessionals, the buck needs to stop somewhere, and that needs to be with the classroom teacher.

Sheena: Add CEC’s 2012 Convention to Your Calendar Now!

I am in awe and I don’t want to leave! The CEC 2011 Convention & Expo has truly been one of the best professional development opportunities that I have experienced in my two years as a special education teacher. Aside from the beautiful setting of National Harbor, Md., the sessions, presentations, speakers, and networking opportunities leave me feeling even more passionate about the career path that I have chosen.

Yesterday was a series of inspiring coincidences that ranged from meeting visionaries in the field who seemed to fall into my path and attending informative sessions with presenters whose words touched my heart, validated my new teacher experiences, and motivated me to continue to on my path by viewing each experience as an opportunity for growth.

My morning began with a session about new programs from California to support English language learners (ELLs) based on the Sheltered Instruction Observation Protocol (SIOP). I met countless teachers and graduate students in this field and learned about developing masters degree programs for ELL teachers in special education.

Megan: My Turn! Greetings from CEC!

“Oh, the places you will go…” ~ Dr. Seuss

Greetings from the CEC 2011 Convention & Expo!

A few years back, I had a professor who went to a CEC convention in Hawaii. She made it sound so fun and suggested we all go to the national convention the following year. When, I wondered, would I really attend a national convention? At the time, just completing papers and making it to student teaching seemed far more important than going to conferences in faraway places.

And now? I am like a teacher at special education Disney World! I have had so much fun learning new things and realizing that the special education world is so much bigger than it sometimes seems in my little classroom. Literally everywhere I turn, I am seeing something new. I am catching up with old friends, but even more importantly, making new ones. Meeting other educators alone is worth the experience of being here, but I have gotten some amazing tips about things to use every day in my classroom!

Melissa: Blast from the Past

Hello all!

I am totally blown away by the CEC Annual Convention! I am having an absolute blast!

First of all, it was amazing to meet my fellow bloggers Tuesday morning. I was worried I wouldn’t recognize them, but I knew each of them immediately. They are amazing people with a passion for special education, and I am so happy to have met them in person. It was so fun to be a part of the Student Forum and share our teaching experiences with soon-to-be teachers. It was an experience I will never forget.

The educational sessions are wonderful! I have walked out of them with pages of notes of applicable things I can try in my classroom as soon as I get back home. I am looking forward to walking through the Expo Hall tomorrow. Everyone has said it is so fun to go to, and they all have fun toys and samples -- I can’t wait!

Brad: Greetings from the CEC 2011 Convention & Expo!

When I joined the Council for Exceptional Children, I did so because I believed that the organization was consistent with my personal mission as a special educator. Like any member, I’ve read CEC literature by mail, clicked on articles within the CEC SmartBrief, and paged through the scholarly research articles presented within the journals. All those facets contribute to what I know CEC to be – but none of it has compared to the experience of attending the annual convention (this year, in National Harbor, Md.).

Throughout the first full day of the convention, I’ve had the opportunity to meet and interact with teachers, administrators, professionals, and scholars. I’ve participated in break-out groups that have included pre-service teachers, university-level emeritus-scholars, and every professional level in between. I’ve listened to the perspective of professionals in the field who have been publishing since before I was born. I’ve also shared some experiences of my own with students who have yet to teach in the classroom.

Brad: Flying Alaska with Students, and an Anthony Update

Last week, I had the opportunity to travel to Bethel, Alaska, with two other teachers and 11 students. This was our first experience traveling anywhere off Alaska’s road system and for a few of the students, it was their first time on an airplane. We were invited to Bethel by the local high school’s Partners Club, who hosted a Unified Track and Basketball Tournament.

Overall, it was an amazing experience. We practiced preparing and packing for the trip, checking-in at the airport, and navigating security. One of my life-skills students had his first experience with the TSA, which included a professional swab of his nervous and sweaty palm.

I realize not every class gets to leave the classroom often — much less fly somewhere 400 miles away — so I’d like to share how we found the support and fundraised the money to do it. In two words: espresso and community.

Melissa: Uncommon

As many of you know, my students and I have been on the same path together for two years. Now there is a possibility that my lane will end, while theirs continues on.

When I was offered my current job, I was given the choice of two positions. One was a permanent, mainly co-teaching position. The other one, the one they really wanted me to take, was the self-contained autism spectrum disorders teacher, a new position that was only guaranteed for two years because it was funded by economic stimulus dollars.

Being the crazy idealist that I am, I took the ASD teaching position because I truly felt (and continue to feel) that was what God wanted for me. Do I ever regret not taking the other position? Nope. Not even a little bit. I have had such a blast these past two school years, I wouldn’t trade it for the added security.

Also—not that I am even close to being the world’s best teacher—I think I am who my students needed. Our personalities just mesh. We like each other. Rarely a day goes by that I don’t have at least one episode of laugh-until-I-cry over something hilarious one of my students says, or an oh-my-gosh-they-are-SO-smart moment when I am just blown away by their deeply intelligent thoughts and questions. We’re just a match made in heaven.

But now there’s a chance we’ll have to break up. It makes me sad not just for myself, but for my students. I really do love these guys. Who’s going to take care of them next year if there’s no one in my position? Who will advocate for them to get what they need? Who will make sure their accommodations are being carried out and working for them in the general ed classrooms? Who will be their soft place to land when they need it, and who will push them out of the nest when that’s what they need? I want it to be me, darn it!

People ask me every day if I’ve heard whether I have a job next year. I’ve decided to stop worrying about it. Do I check the job listings in neighboring districts? Yes, and it makes me sad. I feel I am where I belong. I don’t want to start over somewhere else.

Megan: Let The Job Searches Begin…

“Real success is finding your lifework in the work that you love.” ~ David McCullough

It’s finally spring! A time when thoughts turn to sunshine, flowers, Cubs games, and . . . job searches?

I am a very blessed girl with an amazing job that I know I will have for at least the next school year. However, talking to friends and co-workers as the year winds down brings back memories of sleepless nights, tedious hours filling out job applications, and the stress of wondering where, and if, I’d have a job in the fall. I remember it all too well.

When I tell people how I found my first job, they look at me like I’m nuts. All throughout my undergraduate program, I’d been very vocal about my desire to work with children with emotional disorders. It was my passion and I connected any project I could to students with ED/BD. I was also fortunate to have incredible professors and advisors who listened to me and supported my endeavors. As my December graduation date approached, I assumed I may have to sub for the remainder of the school year, or perhaps continue my job as an educational sign language interpreter.

Then an alumna from my college e-mailed my advisor; she was now an assistant principal of an alternative school and they were looking for a mid-year teacher, as they were opening a brand-new classroom. Did my advisor know anyone who may be interested? My professor thought this position was exactly what I was looking for. I called the assistant principal, interviewed, and was hired within a week.

So if I have one piece of advice for new teachers, it would be to make sure you communicate what you’re looking for! You never know who is listening and who may end up connecting you with your dream job.

Sheena: Expectations vs. Realities

Where in the world have I been these last few weeks? I’ve been trying to survive in a bureaucratic world that doesn’t make sense for idealistic thinkers like me.

Although I have not yet received a letter or pink slip from my school, I anticipate that I will not be offered a renewed contract or tenure at the end of the year. This year has been an incredible mountain of obstacles as I’ve attempted to advocate for my special education students by taking a collaborative, engaged role during lesson planning meetings. The word “passion” has often been used to describe my actions, goals, and value system, but the same word is sometimes equated with “aggression” whenever I attempt to interject an opinion. I have been entrusted to help develop lifelong skills and successes for my students with learning challenges, and yet I feel I am often not given an equal opportunity to share my ideas for effective teaching strategies.

Tenured teachers with no incentive to change have been boulders and windstorms along my path, and I honestly have very few resources in which to seek shelter, other than my faith, my family, my friends, and even this blog, which has served as a great outlet.

Reading through past journal entries often helps me remember past journeys on which I once felt that I would be lost forever, but eventually found a way to make it through. In one entry, I read the words of a woman I interviewed with who worked for UNICEF in Niger at the time. I inquired about any advice she had to pass along, and I remember being stunned by her yogic wisdom. She said that our expectations in life almost never meet the reality of our experiences; thus, the only way to be successful, to feel fulfilled, is to constantly meditate on our intentions.

Brad: Confidentiality at the Expense of Connection?



Recently, I had an opportunity to share some of my school’s inclusive practices with a special educator from another district. I told him about using general education peer-tutors, inviting general education classes into self-contained classrooms for shared lessons, and helping typical and non-typical students change the school climate with respect to students with disabilities.

While my colleague was personally connected to the mission of inclusion, he was unsure that some of these practices could actually occur at his school, due to parental and administrative concerns over confidentiality. He cited a few incidences of parents who were quite protective of their child’s right to privacy within an education setting. I couldn’t help but wonder why I had never encountered this “right to privacy” issue at the school where I teach.

To be sure, the Individuals with Disabilities Education Act includes a number of definitions and legal requirements, especially with respect to evaluations, personally identifiable information, and access to records. But I’ve never interpreted these rights as contrary to the mission of inclusive practices within schools.