Discussion+Questions

Brad D- I have always been concerned about tiering students on different levels, and whether or not this is beneficial to their growth. Are they stigmatized by a 'ranking' system in our schools? What benefit do students receive from being placed in certain systems of expectations?

Susan Clark - How do we balance all the differentiated learning necessary for teaching children with special needs with the standardized testing, computerized testing, and test prep that takes up so much classroom time? Response by Steven Meyer When teaching for the test in order to better prepare students for standardized testing I have always worked under the assumption that as a careers or Social Studies teacher that it is important for us to work on reading comprehension as it realtes to our field. In that respect if you can support the work being done in other classes and increase a special needs students ability to comprehend what is being asked of them on standardized testing. I have also found that it helps to work in small groups and use guided notes in order to allow the students to work together on the exercises.

Karen Judge: Sometimes I just use less questions or extended time. With test prep, I often give participation points or try to make a game out of it, so most do not notice who has finished the actual work. he practice is what's important. We also do computer testing. The students are allowed as much time as necessary on them. I even sometimes need to write passes for their next classes. I spoke to my resource teacher about this, and he said sometimes the kids just need to deal with the situation. I know, not the best answer, but I did try.

Steve Meyer- How do we differentiate for students will special needs in classes such as Applied Technology or Family and Consumer Sciences where all resources are module based? The modules contain all the information that students will learn. I teach an applied tech class and find it difficult when students are working on the individual modules to create an individual and differentiated instruction plan. I cannot change or modify tests or quizzes and all activities are pre determined. The only differentiation available is to give a student more time.

Karen Judge: I don't know if this will help, but my district totally embraced differentiated learning about three years ago. Since then, we have had so many workshops and trainings about it, but the best advice I was ever given was when I asked how we differentiate eveything we do (which was what the administration was telling us to do). The answer I was told by the expert who was being paid to train us was that it would be impossible to differentiate everything we did, so differentiate as much as possible and don't worry when a few things arise that we can't.

Teresa Kovalik~ How do you instruct/convey meaning to a particular whole-group lesson when every one of your students are at different levels doing different activities/ tiered lessons. Also How do you balance your time effectively and focus on every student's individual IEP goals on a daily basis? : ) Response by Steve Meyer_Teresa I want to focus on the second part of your question. I focus on the IEP requirements by having a laminated page on my desk that tells me to go slow, repeat my main statements and wait for the moment. These keys allow me to focus on the parts of the IEP that I need to focus on during a daily class period. I have some IEP goals that require specific seating or partners and those I only address when we switch focus. I am a regular ed teacher in the Careers department and the most I have is 4 IEP's or 504's in any given class.

Karen Judge: I also look at the IEP goals and see how many would benefit the entire class and try to incorporate those into my lessons regularly.

Jonathan Ladniak: What behaviors have you seen in students during your field experience that makes "teaching" a challenge? How have the teachers handled these behaviors? How have you handled these challenges? Response by Steve Meyer I have had the opportunity to see a variety of behaviors up close. I have worked with a young man with Asbergers in a one on one aide situation. He tought it was necessary to be a class clown and needed to be kept on task and removed from the classroom once in a while to avoid any major issues. I currently have no major issues in my classes and the class I have with the least issues has an aide. Response by Brad D- I had a class of 22 have 15 IEPs, no aide, and I was student teaching. I was sure to review cases and expectations, as well as monitored their likes and dislikes. There was no 'one way' for navigating their issues, only that they needed to be addressed. At no point did I feel abandoned by my sped team, but I would have liked to have been more involved with their team on how to better tune in to their learning styles. I never had overwhelming issues with students, but could have used their expertise on potential bumps in the road.

Karen Judge: While observing, one class was so preocupied with the window that the teacher had to make them a deal that they could stare out the window as soon as they finished their work. My most difficult issue with a student was swearing quite loudly in class. That became an issue. He needed to take a time-out when it was a problem. I usually tried to lighten the mood and suggested better language. It eventually became a joke. But the worst instance of it occurred when he directed his language at me. He did have to go to the dean's office for that one.

Ellen Kronenburger: How do you grade students that are on different levels/tiers of a particular lesson effectively? What do you do when there are students that have modified work and it is well known by higher functioning students that work is tiered? Also, how do you respond to their questioning about why one student is doing something different then them without focusing on their learning students ability or disability? Response from Brad D- Im going to respond to the first part of your question. I was lucky enough that my subject could easily incorporate portfolios of ongoing student progress. Learning is the main reason we are involved with students, and there is no better way to document learning than to file their work chronologically as they complete it. You can see their development hands on and grade accordingly with whether or not they exceed expectations with work provided.

Karen Judge: This is the age old dilemma of what is an A worth? Sometimes we have to accept the fact that one student's gains cannot compare to another student's gains. I have struggled with this and try to accept that not all As are equal. It isn't always easy. If we an let go of the traditional way of thinking abot grading, it is easier. Rubrics help. I have tried to simply tell students that we all have different strengths, and we are trying to work with those different strengths. Sometimes that works. Response by Brad D- One of my bosses once told me during a performance review that he would always judge me fairly. The sheet had 5 categories, each with 5 possible points (ranked Needs Improvement to Exceeds Expectations). One category was for Dress Code and Attendance. This was the only category I got a 3 in (I got 5s in the others). His explanation was that I am expected to be on time and dressed properly. I did not exceed these expectations, I met them to their full capacity. Hate the grading system, not the grader. He was right that I was dressed and ready for work everyday, but that the exam was flawed in asking that question. I think that grades are always influenced by graders, especially when an assignment requires interpretation, but the only way to approach it is to have clear guidelines and explain expectations thoroughly.

Karen Judge: Any suggestions of what to tell students or how to help them when they are upset about their special ed label? Last year I had a student in tears about wanting to be out of special ed completely. Response by Brad D- Every student has needs individual to their own circumstances. Labeling is a difficult thing to overcome, and no student can appreciate the work being done for them if they are frustrated at how they appear to others. Let them know that everyone has learning challenges, and the fact that this student is working to overcome those challenges can predict how they will succeed. It might be rough at times, but if they keep working at it, there will be a happy ending.