Educational Links 8/21/2020

How a global community helps students adapt to virtual learning

https://www.eschoolnews.com/2020/08/20/how-a-global-community-helps-students-adapt-to-virtual-learning/

10 Things Not to Say in an IEP Meeting

https://www.theintentionaliep.com/10-things-not-to-say-in-an-iep-meeting/?fbclid=IwAR1awSFnz0Fx0KhMs8ezcq8m1FfXlVYaywtpPJjPQb0SpRMKhvx8bccCBjY

A six-hour school day with more live instruction: Chicago releases final fall plan

https://chicago.chalkbeat.org/2020/8/18/21373658/chicago-releases-fall-remote-learning-plan-return-to-letter-grades-more-live-video?fbclid=IwAR2dToI2pSy161v-onbwpWOlqVHFCIfuvN4lmDqePIGTLiWaePS0KFEn1fw

This Pandemic Has Been Tough, But Educators Are Tougher

https://www.edsurge.com/news/2020-05-22-this-pandemic-has-been-tough-but-educators-are-tougher?fbclid=IwAR3tWlVCqWLgPo_zBF-IZUS9DkkaoEmngsECC9X6tglKXuu3KEfbx84vg28

3 Modes Of Thinking: Lateral, Divergent & Convergent Thought

https://www.teachthought.com/critical-thinking/3-modes-of-thought-divergent-convergent-thinking/?fbclid=IwAR0FvsmW1uMsdrS3p-PQvI72tR8IRwj0l46tMBp0lNa_VuuAfbFEOTIXSWY

Creating Comics in the Classroom

https://www.edutopia.org/article/creating-comics-classroom?fbclid=IwAR2ETLCFTCmPSij9k0Rwq7I7qmAYcBZKEWWbx3ee3qp15V_hk2DRAPerVnA

Students who learn how to make comics—even simple ones—become stronger storytellers and gain confidence in their ability to be creative.

Do I Have to Go to the IEP meeting? I'm Not Special Ed.

That confusing enough for you?

Am I required to attend IEP meetings if I am not a Special Education teacher?
 
I've been asked that more than once as the Special Education teacher, and especially as a Resource Specialist, also known as Special Academic Instructor. The answer in our state is that at  least one general education teacher who has the student on his/her caseload needs attend any IEP (Individualized Education Program) whether it be qualifying (evaluating to see if the student will enter Special Education), annual (the once a year assessment), triennial (every third year the educational psychologist also assesses), or an addendum which is called for a unique reason at any time. However, the better school sites have the entire teaching team there. The teachers at my middle school were very dedicated (and wanted to keep their positions) and supported the Special Ed. kids very effectively with attendance.

What should I bring to the IEP as the General Education teacher?

1.  Bring a calm and caring attitude. Parents are always concerned about their kid. Even if you as the classroom instructor have concerns, even serious ones, about the child performance or behavior, a general education teacher must show a caring attitude and a calm demeanor. Even if you must fly out of the meeting at the speed of heat to finish your day's responsibilities--you are so very important to that parent and child that every bit of body language as well as spoken words means the world, and focusing on the positive will get things done better.

2. Bring your expertise and evidence of it.  All teachers have grade books (on-line or otherwise), lesson plans, records of phone calls and communication to the parent, and copies of referrals and time-outs. Just be ready with this information and how to explain the ebb and flow of your classroom. Please have some positive comments to show you know little Johnny and how well he demonstrates a skill, reveals a talent or interest, or did something right in class. If little Janie is lacking, the parent should already have communicated with you because you called, or sent information home. The Special Education teacher should already know, too, if this is a big deal (actually, even a little deal.) The team of teachers plus family can really make it happen for a kid, and communication with coordination is the key.

How Should I Interact At The Meeting?

3. Be ready to explain your testing and grading system, including homework. The child's future hinges on what you do, how you grade, and do you offer help. The parent needs to know how you grade. Is there make up work? A Special Education student usually is not an independent learner, even if they have the intelligence, because of a visual or auditory learning handicap. Do you offer homework help? Test retakes? Tutoring? When and where? The Math Department at my last school was remarkable in the regular, systematic help for all kids. And it got results.

I Don't Feel Prepared For This--What Should I Do?

4. Coordinate with the Special Education teacher. I cannot adequately explain how complex, detailed and mind-boggingly intense all this Special Ed. stuff is. But it is to your advantage as a general education teacher to share information with the RSP or SAI teacher. Most Special Ed. teachers are type B personalities (myself included) and won't bully or force anyone to do anything. But there is such expertise there, one suggestion may change a classroom situation for the better. And frequently there are Behavior Plans to implement for a rascal. The teaching team wants to keep this side of legalities, having i's dotted and t's crossed. Of course, first and foremost, we want to help the kids. A Special Education teacher has district personnel resources and knowledge that can really help.

Do I Have to Go to the IEP meeting? I'm Not Special Ed.

That confusing enough for you?

Am I required to attend IEP meetings if I am not a Special Education teacher?
  
I've been asked that more than once as the Special Education teacher, and especially as a Resource Specialist, also known as Special Academic Instructor. The answer in our state is that at  least one general education teacher who has the student on his/her caseload needs attend any IEP (Individualized Education Program) whether it be qualifying (evaluating to see if the student will enter Special Education), annual (the once a year assessment), triennial (every third year the educational psychologist also assesses), or an addendum which is called for a unique reason at any time. However, the better school sites have the entire teaching team there. The teachers at my middle school were very dedicated (and wanted to keep their positions) and supported the Special Ed. kids very effectively with attendance.

What should I bring to the IEP as the General Education teacher?

1.  Bring a calm and caring attitude. Parents are always concerned about their kid. Even if you as the classroom instructor have concerns, even serious ones, about the child performance or behavior, a general education teacher must show a caring attitude and a calm demeanor. Even if you must fly out of the meeting at the speed of heat to finish your day's responsibilities--you are so very important to that parent and child that every bit of body language as well as spoken words means the world, and focusing on the positive will get things done better.

2. Bring your expertise and evidence of it.  All teachers have grade books (on-line or otherwise), lesson plans, records of phone calls and communication to the parent, and copies of referrals and time-outs. Just be ready with this information and how to explain the ebb and flow of your classroom. Please have some positive comments to show you know little Johnny and how well he demonstrates a skill, reveals a talent or interest, or did something right in class. If little Janie is lacking, the parent should already have communicated with you because you called, or sent information home. The Special Education teacher should already know, too, if this is a big deal (actually, even a little deal.) The team of teachers plus family can really make it happen for a kid, and communication with coordination is the key.

How Should I Interact At The Meeting? 

3. Be ready to explain your testing and grading system, including homework. The child's future hinges on what you do, how you grade, and do you offer help. The parent needs to know how you grade. Is there make up work? A Special Education student usually is not an independent learner, even if they have the intelligence, because of a visual or auditory learning handicap. Do you offer homework help? Test retakes? Tutoring? When and where? The Math Department at my last school was remarkable in the regular, systematic help for all kids. And it got results.

I Don't Feel Prepared For This--What Should I Do? 

4. Coordinate with the Special Education teacher. I cannot adequately explain how complex, detailed and mind-boggingly intense all this Special Ed. stuff is. But it is to your advantage as a general education teacher to share information with the RSP or SAI teacher. Most Special Ed. teachers are type B personalities (myself included) and won't bully or force anyone to do anything. But there is such expertise there, one suggestion may change a classroom situation for the better. And frequently there are Behavior Plans to implement for a rascal. The teaching team wants to keep this side of legalities, having i's dotted and t's crossed. Of course, first and foremost, we want to help the kids. A Special Education teacher has district personnel resources and knowledge that can really help.

Educational Links 4/13/19

Teachable Moments: Reaching Students Through Technology

https://www.edsurge.com/news/2019-04-09-teachable-moments-reaching-students-through-technology

To Boost Reading Comprehension, Show Students Thinking Strategies Good Readers Use

https://www.kqed.org/mindshift/53452/to-boost-reading-comprehension-show-students-thinking-strategies-good-readers-use?fbclid=IwAR1yAiDWg939-wzH6Y7Xd4ExqlWl5BwsPdp6cbnxN41xB_ZNVL9j-srQLg0

7 Math Tools for Grade-Schoolers You Can Find Around the House

https://www.understood.org/en/school-learning/learning-at-home/homework-study-skills/diy-math-tools-for-grade-schoolers?utm_source=facebook&utm_medium=social&utm_campaign=understoodorg&fbclid=IwAR2n7-j_ieRGJKj52DqRTAK26FpnI-l9qVxUIEpmMWLl1GzzBJ9eU1CzuEQ

ED TECH DIGEST

http://larryferlazzo.edublogs.org/2019/04/11/ed-tech-digest-124/?fbclid=IwAR0mFzEZk7MvWzL8sY7SbiVbx819IrNJ5RiyYlXwWlOPsKSMEYtNfREto_g

The Difference Between IEP Meetings and Parent-Teacher Conferences

https://www.understood.org/en/school-learning/partnering-with-childs-school/working-with-childs-teacher/the-difference-between-iep-meetings-and-parent-teacher-conferences?utm_source=facebook&utm_medium=social&utm_campaign=understoodorg&fbclid=IwAR24hRfFyymr3RbMttPQDwN3Sn9XvEVl2b6sabDr4ADvM8gmtMm0m7Wxlu8

The Google Science Journal App Now Saves Data in Google Drive

https://www.freetech4teachers.com/

Nine Ways To Ensure Your Mindfulness Teaching Practice Is Trauma-Informed

https://www.kqed.org/mindshift/53228/nine-ways-to-ensure-your-mindfulness-teaching-practice-is-trauma-informed

Often mindfulness is used as a way to help students build self-regulation skills and learn to calm down when they become frustrated or angry. Cultivating those skills can be powerful for students, but many teachers say mindfulness is crucial for themselves, helping them take an extra moment before reacting to students.

Do I Have to Go to the IEP meeting? I'm Not Special Ed.

That confusing enough for you?

Am I required to attend IEP meetings if I am not a Special Education teacher?
  
I've been asked that more than once as the Special Education teacher, and especially as a Resource Specialist, also known as Special Academic Instructor. The answer in our state is that at  least one general education teacher who has the student on his/her caseload needs attend any IEP (Individualized Education Program) whether it be qualifying (evaluating to see if the student will enter Special Education), annual (the once a year assessment), triennial (every third year the educational psychologist also assesses), or an addendum which is called for a unique reason at any time. However, the better school sites have the entire teaching team there. The teachers at my middle school were very dedicated (and wanted to keep their positions) and supported the Special Ed. kids very effectively with attendance.

What should I bring to the IEP as the General Education teacher?

1.  Bring a calm and caring attitude. Parents are always concerned about their kid. Even if you as the classroom instructor have concerns, even serious ones, about the child performance or behavior, a general education teacher must show a caring attitude and a calm demeanor. Even if you must fly out of the meeting at the speed of heat to finish your day's responsibilities--you are so very important to that parent and child that every bit of body language as well as spoken words means the world, and focusing on the positive will get things done better.

2. Bring your expertise and evidence of it.  All teachers have grade books (on-line or otherwise), lesson plans, records of phone calls and communication to the parent, and copies of referrals and time-outs. Just be ready with this information and how to explain the ebb and flow of your classroom. Please have some positive comments to show you know little Johnny and how well he demonstrates a skill, reveals a talent or interest, or did something right in class. If little Janie is lacking, the parent should already have communicated with you because you called, or sent information home. The Special Education teacher should already know, too, if this is a big deal (actually, even a little deal.) The team of teachers plus family can really make it happen for a kid, and communication with coordination is the key.

How Should I Interact At The Meeting? 

3. Be ready to explain your testing and grading system, including homework. The child's future hinges on what you do, how you grade, and do you offer help. The parent needs to know how you grade. Is there make up work? A Special Education student usually is not an independent learner, even if they have the intelligence, because of a visual or auditory learning handicap. Do you offer homework help? Test retakes? Tutoring? When and where? The Math Department at my last school was remarkable in the regular, systematic help for all kids. And it got results.

I Don't Feel Prepared For This--What Should I Do? 

4. Coordinate with the Special Education teacher. I cannot adequately explain how complex, detailed and mind-boggingly intense all this Special Ed. stuff is. But it is to your advantage as a general education teacher to share information with the RSP or SAI teacher. Most Special Ed. teachers are type B personalities (myself included) and won't bully or force anyone to do anything. But there is such expertise there, one suggestion may change a classroom situation for the better. And frequently there are Behavior Plans to implement for a rascal. The teaching team wants to keep this side of legalities, having i's dotted and t's crossed. Of course, first and foremost, we want to help the kids. A Special Education teacher has district personnel resources and knowledge that can really help.

IEP Meeting? Do I Have To Go?

That confusing enough for you?

Am I required to attend IEP meetings if I am not a Special Education teacher?
 
I've been asked that more than once as the Special Education teacher, and especially as a Resource Specialist, also known as Special Academic Instructor. The answer in our state is that at  least one general education teacher who has the student on his/her caseload needs attend any IEP (Individualized Education Program) whether it be qualifying (evaluating to see if the student will enter Special Education), annual (the once a year assessment), triennial (every third year the educational psychologist also assesses), or an addendum which is called for a unique reason at any time. However, the better school sites have the entire teaching team there. The teachers at my middle school were very dedicated (and wanted to keep their positions) and supported the Special Ed. kids very effectively with attendance.

What should I bring to the IEP as the General Education teacher?

1.  Bring a calm and caring attitude. Parents are always concerned about their kid. Even if you as the classroom instructor have concerns, even serious ones, about the child performance or behavior, a general education teacher must show a caring attitude and a calm demeanor. Even if you must fly out of the meeting at the speed of heat to finish your day's responsibilities--you are so very important to that parent and child that every bit of body language as well as spoken words means the world, and focusing on the positive will get things done better.

2. Bring your expertise and evidence of it.  All teachers have grade books (on-line or otherwise), lesson plans, records of phone calls and communication to the parent, and copies of referrals and time-outs. Just be ready with this information and how to explain the ebb and flow of your classroom. Please have some positive comments to show you know little Johnny and how well he demonstrates a skill, reveals a talent or interest, or did something right in class. If little Janie is lacking, the parent should already have communicated with you because you called, or sent information home. The Special Education teacher should already know, too, if this is a big deal (actually, even a little deal.) The team of teachers plus family can really make it happen for a kid, and communication with coordination is the key.

How Should I Interact At The Meeting?

3. Be ready to explain your testing and grading system, including homework. The child's future hinges on what you do, how you grade, and do you offer help. The parent needs to know how you grade. Is there make up work? A Special Education student usually is not an independent learner, even if they have the intelligence, because of a visual or auditory learning handicap. Do you offer homework help? Test retakes? Tutoring? When and where? The Math Department at my last school was remarkable in the regular, systematic help for all kids. And it got results.

I Don't Feel Prepared For This--What Should I Do?

4. Coordinate with the Special Education teacher. I cannot adequately explain how complex, detailed and mind-boggingly intense all this Special Ed. stuff is. But it is to your advantage as a general education teacher to share information with the RSP or SAI teacher. Most Special Ed. teachers are type B personalities (myself included) and won't bully or force anyone to do anything. But there is such expertise there, one suggestion may change a classroom situation for the better. And frequently there are Behavior Plans to implement for a rascal. The teaching team wants to keep this side of legalities, having i's dotted and t's crossed. Of course, first and foremost, we want to help the kids. A Special Education teacher has district personnel resources and knowledge that can really help.

Educational Links 2/26/17

21 Tips for Starting (or Improving) your School Butterfly Garden

http://monarchbutterflygarden.net/school-butterfly-garden-checklist-teachers/

10 Defusing Phrases to Use at IEP Meetings

https://www.understood.org/en/school-learning/special-services/ieps/10-defusing-phrases-to-use-at-iep-meetings?utm_source=twitshare&utm_medium=social&utm_campaign=share

ARE SOME STUDENTS MORE AT RISK OF ASSAULT ON CAMPUSES?

http://www.theedadvocate.org/students-risk-assault-campuses/

Are We Innovating, or Just Digitizing Traditional Teaching?

https://www.edutopia.org/article/are-we-innovating-or-just-digitizing-traditional-teaching-beth-holland

Is It Time To Go Back To Basics With Writing Instruction?

https://ww2.kqed.org/mindshift/2017/02/20/is-it-time-to-go-back-to-basics-with-writing-instruction/?utm_source=facebook.com&utm_medium=social&utm_campaign=npr&utm_term=nprnews&utm_content=20170225

Develop Listening Skills: Sound Awareness

http://special-ism.com/develop-listening-skills-sound-awareness/

Deeper Learning—for Teachers

https://www.edutopia.org/article/deeper-learning-for-teachers-andrew-miller?utm_source=facebook&utm_medium=socialflow

Professional development. The phrase has a lot of connotations: Some may think of a trainer talking at them for a full day while others remember a fantastic and practical workshop or a meaningful conversation with a student or colleague. I see a clear parallel to the term project. Say “project” to someone, and they might recall a truly valuable experience or perhaps a complete waste of time. However, we know that when we adopt the mindset and essentials of project-based learning with students, we can improve upon existing projects or create new and better ones. Can we use PBL to improve professional development?

Educational Links 3/26/16

Earth Day: Lesson Plans, Reading Lists, and Classroom Ideas 

http://www.edutopia.org/blog/earth-day-lesson-plans-matt-davis

Teacher Leadership Growth Spurt: A Disorganized Game of Whack-a-Mole?

http://blogs.edweek.org/teachers/edugeek_guide/2016/03/teacher_leadership_growth_spur.html?cmp=SOC-EDIT-FB 

10 Defusing Phrases to Use at IEP Meetings 

https://www.understood.org/en/school-learning/special-services/ieps/10-defusing-phrases-to-use-at-iep-meetings?utm_source=facebook&utm_medium=social&utm_campaign=understoodorg 

Discipline in Schools Moves Toward Peacemaking 

http://www.specialneedsdigest.com/2016/03/discipline-in-schools-moves-toward.html 

NGSS: A Vision for K-12 Science Education 

https://www.teachingchannel.org/videos/next-generation-science-standards-achieve 

The Benefits and Challenges of Student-Designed Learning

http://ww2.kqed.org/mindshift/2016/03/25/the-benefits-and-challenges-of-student-designed-learning/ 

How to Plan Outstanding Tech Training for Your Teachers

http://www.cultofpedagogy.com/tech-training-for-teachers/ 

There’s just so much buzz about technology in education, so many opinions about the right and wrong way to do it, and very little authoritative information; there’s no definitive guide to tech integration. Everyone’s just kind of doing what they think is best. Administrators are setting aside funds to purchase new devices and trying to figure out the best kind of training to give their teachers, and in this process, surely there have been a lot of mistakes and missteps.

Jennifer Gonzalez 

 

IEP Meeting? Do I Have To Go?

That confusing enough for you?

Am I required to attend IEP meetings if I am not a Special Education teacher?
 
I've been asked that more than once as the Special Education teacher, and especially as a Resource Specialist, also known as Special Academic Instructor. The answer in our state is that at  least one general education teacher who has the student on his/her caseload needs attend any IEP (Individualized Education Program) whether it be qualifying (evaluating to see if the student will enter Special Education), annual (the once a year assessment), triennial (every third year the educational psychologist also assesses), or an addendum which is called for a unique reason at any time. However, the better school sites have the entire teaching team there. The teachers at my middle school were very dedicated (and wanted to keep their positions) and supported the Special Ed. kids very effectively with attendance.

What should I bring to the IEP as the General Education teacher?

1.  Bring a calm and caring attitude. Parents are always concerned about their kid. Even if you as the classroom instructor have concerns, even serious ones, about the child performance or behavior, a general education teacher must show a caring attitude and a calm demeanor. Even if you must fly out of the meeting at the speed of heat to finish your day's responsibilities--you are so very important to that parent and child that every bit of body language as well as spoken words means the world, and focusing on the positive will get things done better.

2. Bring your expertise and evidence of it.  All teachers have grade books (on-line or otherwise), lesson plans, records of phone calls and communication to the parent, and copies of referrals and time-outs. Just be ready with this information and how to explain the ebb and flow of your classroom. Please have some positive comments to show you know little Johnny and how well he demonstrates a skill, reveals a talent or interest, or did something right in class. If little Janie is lacking, the parent should already have communicated with you because you called, or sent information home. The Special Education teacher should already know, too, if this is a big deal (actually, even a little deal.) The team of teachers plus family can really make it happen for a kid, and communication with coordination is the key.

How Should I Interact At The Meeting?

3. Be ready to explain your testing and grading system, including homework. The child's future hinges on what you do, how you grade, and do you offer help. The parent needs to know how you grade. Is there make up work? A Special Education student usually is not an independent learner, even if they have the intelligence, because of a visual or auditory learning handicap. Do you offer homework help? Test retakes? Tutoring? When and where? The Math Department at my last school was remarkable in the regular, systematic help for all kids. And it got results.

I Don't Feel Prepared For This--What Should I Do?

4. Coordinate with the Special Education teacher. I cannot adequately explain how complex, detailed and mind-boggingly intense all this Special Ed. stuff is. But it is to your advantage as a general education teacher to share information with the RSP or SAI teacher. Most Special Ed. teachers are type B personalities (myself included) and won't bully or force anyone to do anything. But there is such expertise there, one suggestion may change a classroom situation for the better. And frequently there are Behavior Plans to implement for a rascal. The teaching team wants to keep this side of legalities, having i's dotted and t's crossed. Of course, first and foremost, we want to help the kids. A Special Education teacher has district personnel resources and knowledge that can really help.

Teaching Is Communicating With Parents

1. Tips for Parents: Parent Teacher Conferences 

http://www.thelearningcommunity.us/resources-by-format/tips-for-parents/parent-teacher-conferences.aspx 

2. Parent-Teacher Conference Tip Sheets for Principals, Teachers, and Parents

http://www.hfrp.org/publications-resources/browse-our-publications/parent-teacher-conference-tip-sheets-for-principals-teachers-and-parents 

3. 10 Tips for a Successful Parent-Teacher Conference

http://school.familyeducation.com/slideshow/parents-and-school/38585.html 

4. Parent-Teacher Conference: Tips for Parents

http://habee.hubpages.com/hub/Parent-Teacher-Conference-Tips-for-Parents 

5. 12 Questions to Ask at Your Parent-Teacher Conference

http://www.parentsconnect.com/parenting-your-kids/parenting-kids/learning-and-school/elementary-school-parents/parent_teacher_conference.html 

6. Top Ten Questions to Ask at an IEP

http://www.specialeducationadvisor.com/top-ten-questions-to-ask-at-an-iep/ 

7.  The Best IEP Questions to Ask

http://seemyiep.com/the-best-iep-questions-to-ask/ 

Great smile, teacher: warm, sincere, and look at all that info for the student.

 

 

Gen Ed/Special Ed Teamwork

Inclusive Classroom

  What do General Education Teachers Need To Know About Special Education?

http://www.schoolpsychologistfiles.com/2008/11/what-do-general-education-teachers-need-to-know-about-special-education.html 

Types of Learning Disabilities

http://www.ncld.org/types-learning-disabilities 

Welcome to SERGE

Special Education Resources for General Educators

http://serge.ccsso.org/ 

The General Ed Teacher’s Guide to the Inclusive Classroom 

 http://www.specialeducationguide.com/pre-k-12/inclusion/the-general-ed-teachers-guide-to-the-inclusive-classroom/

Collaboration Between General and Special Education: Making it Work

http://www.ncset.org/publications/viewdesc.asp?id=1097

Why Do I Have a Special Ed. Kid in My Class? 

http://mzteachuh.blogspot.com/2013/09/why-do-i-have-special-ed-kid-in-my-class.html 

IEP Meeting? Do I Have To Go? 

http://mzteachuh.blogspot.com/2014/03/iep-meeting-do-i-have-to-go.html?spref=bl 

"Inclusion: Answers to Frequently Asked Questions from the NEA"  

http://www.wrightslaw.com/info/lre.faqs.inclusion.htm

IEP Meeting? Do I Have To Go?

That confusing enough for you?

Am I required to attend IEP meetings if I am not a Special Education teacher?
 
I've been asked that more than once as the Special Education teacher, and especially as a Resource Specialist, also known as Special Academic Instructor. The answer in our state is that at  least one general education teacher who has the student on his/her caseload needs attend any IEP (Individualized Education Program) whether it be qualifying (evaluating to see if the student will enter Special Education), annual (the once a year assessment), triennial (every third year the educational psychologist also assesses), or an addendum which is called for a unique reason at any time. However, the better school sites have the entire teaching team there. The teachers at my middle school were very dedicated (and wanted to keep their positions) and supported the Special Ed. kids very effectively with attendance.

What should I bring to the IEP as the General Education teacher?

1.  Bring a calm and caring attitude. Parents are always concerned about their kid. Even if you as the classroom instructor have concerns, even serious ones, about the child performance or behavior, a general education teacher must show a caring attitude and a calm demeanor. Even if you must fly out of the meeting at the speed of heat to finish your day's responsibilities--you are so very important to that parent and child that every bit of body language as well as spoken words means the world, and focusing on the positive will get things done better.

2. Bring your expertise and evidence of it.  All teachers have grade books (on-line or otherwise), lesson plans, records of phone calls and communication to the parent, and copies of referrals and time-outs. Just be ready with this information and how to explain the ebb and flow of your classroom. Please have some positive comments to show you know little Johnny and how well he demonstrates a skill, reveals a talent or interest, or did something right in class. If little Janie is lacking, the parent should already have communicated with you because you called, or sent information home. The Special Education teacher should already know, too, if this is a big deal (actually, even a little deal.) The team of teachers plus family can really make it happen for a kid, and communication with coordination is the key.

How Should I Interact At The Meeting?

3. Be ready to explain your testing and grading system, including homework. The child's future hinges on what you do, how you grade, and do you offer help. The parent needs to know how you grade. Is there make up work? A Special Education student usually is not an independent learner, even if they have the intelligence, because of a visual or auditory learning handicap. Do you offer homework help? Test retakes? Tutoring? When and where? The Math Department at my last school was remarkable in the regular, systematic help for all kids. And it got results.

I Don't Feel Prepared For This--What Should I Do?

4. Coordinate with the Special Education teacher. I cannot adequately explain how complex, detailed and mind-boggingly intense all this Special Ed. stuff is. But it is to your advantage as a general education teacher to share information with the RSP or SAI teacher. Most Special Ed. teachers are type B personalities (myself included) and won't bully or force anyone to do anything. But there is such expertise there, one suggestion may change a classroom situation for the better. And frequently there are Behavior Plans to implement for a rascal. The teaching team wants to keep this side of legalities, having i's dotted and t's crossed. Of course, first and foremost, we want to help the kids. A Special Education teacher has district personnel resources and knowledge that can really help.

Teaching Is Communicating With Parents

1. Tips for Parents: Parent Teacher Conferences 

http://www.thelearningcommunity.us/resources-by-format/tips-for-parents/parent-teacher-conferences.aspx 

2. Parent-Teacher Conference Tip Sheets for Principals, Teachers, and Parents

http://www.hfrp.org/publications-resources/browse-our-publications/parent-teacher-conference-tip-sheets-for-principals-teachers-and-parents 

3. 10 Tips for a Successful Parent-Teacher Conference

http://school.familyeducation.com/slideshow/parents-and-school/38585.html 

4. Parent-Teacher Conference: Tips for Parents

http://habee.hubpages.com/hub/Parent-Teacher-Conference-Tips-for-Parents 

5. 12 Questions to Ask at Your Parent-Teacher Conference

http://www.parentsconnect.com/parenting-your-kids/parenting-kids/learning-and-school/elementary-school-parents/parent_teacher_conference.html 

6. Top Ten Questions to Ask at an IEP

http://www.specialeducationadvisor.com/top-ten-questions-to-ask-at-an-iep/ 

7.  The Best IEP Questions to Ask

http://seemyiep.com/the-best-iep-questions-to-ask/ 

Great smile, teacher: warm, sincere, and look at all that info for the student.

 

 

Principal's Suggestion Box #15

These letters are absolutely fictional (to protect the innocent and not-so-innocent.) But, with the hint of truth, maybe we can make some adjustments. Principals have the best chance to do that.

Dear Principal,

With all the renovations on campus right now, I'm having difficulty finding space to IEP test students and hold IEP meetings. I share the Resource Room with Ms. L, the Grade 8 Resource Specialist, and we both have so many pull-out classes that the room is always in use. 

I've thought about having a Tailgate IEP Meeting since I park my truck in the staff lot nearest the Admin. building. Or maybe IEP testing there. I'm sort of joking.

Since this has never happened before, I am hoping the Counselors or teachers that actually have a period off and an empty classroom can help out by allowing the use of their space.

The situation will resolve itself in about six months, I know. But just until the end of the first semester, as Grade 6 Resource Specialist, I have 13 initial IEPs to test and meetings to hold, 11 annual IEPs, and 4 tri-ennual IEPs to test for; and we could have transfers. I don't mind the work, but I must have somewhere to do it. 

Thanks for your help. See you at the IEP meetings.

Highly Qualified Special Education Teacher


Testing and Assessment for Special Education -- a Testing Overview

http://specialed.about.com/od/assessment/tp/assessmentoverview.htm 

Tips for a Successful IEP Meeting 

http://www.ncld.org/students-disabilities/iep-504-plan/tips-for-successful-iep-meeting 

Building the Legacy:IDEA

http://idea.ed.gov/ 

My suggestion: If you, as a Special Education teacher, need support to properly implement an IEP--ask and explain. Principals are tasked with the support of the Special Education program. If the reluctance, or inability of the principal to resolve the issue creates serious deficiencies in your ability to fulfill your Special Education task, talk to your district Special Education folks. The kids with IEPs have very specific rights, and the protocol for testing and the IEP meetings is very strict; the IEP process has to rumble through to an ultimate end. Your job is to see to it.

If possible, Resource teachers really need their own space to test, write the documents and programs, consult with other Special Education professionals, communicate with parents, and hold meetings.

 

Gen Ed/Special Ed Teamwork

Inclusive Classroom

 

What do General Education Teachers Need To Know About Special Education?

http://www.schoolpsychologistfiles.com/2008/11/what-do-general-education-teachers-need-to-know-about-special-education.html 

Types of Learning Disabilities

http://www.ncld.org/types-learning-disabilities 

Welcome to SERGE

Special Education Resources for General Educators

http://serge.ccsso.org/ 

The General Ed Teacher’s Guide to the Inclusive Classroom 

 http://www.specialeducationguide.com/pre-k-12/inclusion/the-general-ed-teachers-guide-to-the-inclusive-classroom/

Collaboration Between General and Special Education: Making it Work

http://www.ncset.org/publications/viewdesc.asp?id=1097

Why Do I Have a Special Ed. Kid in My Class? 

http://mzteachuh.blogspot.com/2013/09/why-do-i-have-special-ed-kid-in-my-class.html 

IEP Meeting? Do I Have To Go? 

http://mzteachuh.blogspot.com/2014/03/iep-meeting-do-i-have-to-go.html?spref=bl 

"Inclusion: Answers to Frequently Asked Questions from the NEA"  

http://www.wrightslaw.com/info/lre.faqs.inclusion.htm 

Principal's Suggestion Box #15

These letters are absolutely fictional (to protect the innocent and not-so-innocent.) But, with the hint of truth, maybe we can make some adjustments. Principals have the best chance to do that.

Dear Principal,

With all the renovations on campus right now, I'm having difficulty finding space to IEP test students and hold IEP meetings. I share the Resource Room with Ms. L, the Grade 8 Resource Specialist, and we both have so many pull-out classes that the room is always in use. 

I've thought about having a Tailgate IEP Meeting since I park my truck in the staff lot nearest the Admin. building. Or maybe IEP testing there. I'm sort of joking.

Since this has never happened before, I am hoping the Counselors or teachers that actually have a period off and an empty classroom can help out by allowing the use of their space.

The situation will resolve itself in about six months, I know. But just until the end of the first semester, as Grade 6 Resource Specialist, I have 13 initial IEPs to test and meetings to hold, 11 annual IEPs, and 4 tri-ennual IEPs to test for; and we could have transfers. I don't mind the work, but I must have somewhere to do it. 

Thanks for your help. See you at the IEP meetings.

Highly Qualified Special Education Teacher


Testing and Assessment for Special Education -- a Testing Overview

http://specialed.about.com/od/assessment/tp/assessmentoverview.htm 

Tips for a Successful IEP Meeting 

http://www.ncld.org/students-disabilities/iep-504-plan/tips-for-successful-iep-meeting 

Building the Legacy:IDEA

http://idea.ed.gov/ 

My suggestion: If you, as a Special Education teacher, need support to properly implement an IEP--ask and explain. Principals are tasked with the support of the Special Education program. If the reluctance, or inability of the principal to resolve the issue creates serious deficiencies in your ability to fulfill your Special Education task, talk to your district Special Education folks. The kids with IEPs have very specific rights, and the protocol for testing and the IEP meetings is very strict; the IEP process has to rumble through to an ultimate end. Your job is to see to it.

If possible, Resource teachers really need their own space to test, write the documents and programs, consult with other Special Education professionals, communicate with parents, and hold meetings.