Yes...I'm alive.
I know it's been SOOOOOOOOOOOOOO long since I've shared with you and you probably figured I didn't love you anymore. Alas, that was not the case; I have just been SO. DARN. BUSY. AND. EEEEEEXXXXXHAAAUUUSSSSTTTTEEEEDDDD. from everything that has been going on.
Let's see...
Where to begin?
Well, you are aware that we had the whole flood/tropical storm remnant issue back in September. (Many of my students and colleagues have recovered fairly well, as has most of the area. One local business (that was literally WASHED AWAY) opened in its original location last week with a celebration dinner (free) for all of the first responders, employees, and their families). It was open to the public the next day and has been busy ever since.
From there, I have been trying my best to stay afloat of all of the changes going on within our district policies. Let's see: we had a principal get fired two months into the school year (said principal is now suing district), we were told to change our reading intervention program YET AGAIN (and the curriculum person in charge left the district--again--to pursue a career outside of public education just a month or so after putting this new policy in place), more responsibilities have been heaped upon us (with less support and supplies) under the guise of "it's better for the children" (trust me, it is SO NOT), I've been preparing for grad classes (starting this month), and trying to keep my personal/home/spiritual life moving along.
Whew.
I have been with this district five years. In that time, our reading intervention program has been changed three times, not counting my first year where we did guided reading with our own students. We have gone from RTI to RTII to some new version of guided reading (I honestly cannot remember what it is called. Pity.). The longest program lasted two years. Even with this, the DATA is showing that the students are not making "enough" progress. (We are not an academically struggling school. In fact, we--until the last two or so years--have been known as a school of academic excellence. Ironic that title has changed since we started those new programs four years ago.) Anyhow, this new program cuts my 2-hour language arts block in half, yet I am still expected to cover anthology, vocabulary, phonology, grammar, comprehension skills, and writing skills in an HOUR. Oh, I am supposed to have phonology lessons for my struggling students 30 minutes three days a week--DURING THAT TIME. And I am supposed to make sure I am teaching writing so the students can have work for their writing portfolios (4 required pieces minimum, from organizer to drafts to final draft). Doesn't sound like much, but when you are talking about teaching seven-year olds how to go from making a complete sentence to organizing thoughts to proofreading and everything in between, it sort of builds up. Oh, and those required pieces don't take into account the other writing projects I aim to do every other week.
Oh yeah, the new program now brings together two grade levels to share a skill group, with the idea being that since students are on the "same reading level" then it should be more beneficial to them to be taught at the same level. Trust me, it's not. I have nearly 20 students in my "small group" reading skills group. They are a mixture of first and second graders. I have had to break that group into three groups because of ability level. You know as well as I do that just because a child can read the material, doesn't mean that they can demonstrate that material as well as someone who is a year ahead of them academically. In short, the first graders are struggling to keep up no matter what I do. Reasons being: They don't have the comprehension or writing skills to keep up with the work required in the skill group (which happens to be a midyear second-grade level), nor are they mature enough to be able to work well independently, which means I spend a lot of time with that group. Which also means the other children are not getting the attention they need. This is the same conversation/gripe we had with our groups from last year. When brought up, we were told simply that this was a directive from the top and we are going to do it this way. One of those, "Sounds great, let's do it!" policies that looks good on paper but doesn't translate well into practice.
Because of this new method, I have eliminated Friday math review games/activities to do Writer's Workshop (otherwise I truly can't get it in because I refuse to sacrifice reading strategies, grammar skills, and phonology in the limited time I am given for language arts). I have doubled on math skills where I can to make sure the children get all they can in the hour I'm given for that. I throw it in morning journal and anywhere I can disperse it through science and social studies. I have also taken a portion of their daily independent reading time (supposed to be 30 minutes as part of a school-wide program) in order to review grammar, vocabulary, and writing skills for 15 minutes. I don't think my principal approves, but these are skills they need. Besides the fact that I assign a minimum 15 minutes of reading homework each night.
Just last week we were told to change our phonology program back to the program's original order. (Second grade changed this order about seven years ago to align with the order that was being presented in our anthology series. All of the lessons are being taught, but in an order that would benefit the children better since they wouldn't be learning two different phonology sets in one week. The weekly stories have a specific phonics and spelling focus that align with the unit tests as well.) Change it back?!? WHAT?!?!
Another major change is in our math curriculum. The committee has literally cut the requirements of what the children need to master each quarter (and subsequently, the year). In my grade, those requirements are almost half. Oh yeah, and we are to score only the first portion of the test for the grade; the rest is to be used for "planning purposes." Problem is, that first portion sometimes only has four or five questions and may not even cover material that we learned in the unit. (This is a professional math program, too, not one made up by my district.) So I'm supposed to base mastery of skills on four or five questions? (Of course I give quizzes and things through the unit as well.) These four or five questions count as the unit test? Sure does. Makes sense, right? Definitely NOT. Do I still teach the things I used to? Yes. Do I still require MY students to have ALL of those things mastered before they leave me? Darn right.) To do otherwise would be criminal.
There is more, but these are the issues that make me the most aggravated. I look at what my students are doing and where they are in comparison to the first class I taught here and I truly feel that this year's class will be the least prepared of any class I have taught my entire 11-year career. They are coming to me less and less prepared because of all these changes over the past few years, more and more of our time/schedule is being taken away, less and less support is being given to us to implement these changes, and it continues. I am working myself to near exhaustion just trying to meet these expectations and teach my students the way they deserve to be taught. Why? Because you don't get do overs in education. You have to get it right while the children are in your care. My students don't benefit if I slack off.
I look at my own children, who attend school in the district, and how their academics are faring. I know where the holes are in the curriculum and address them at home as best I can. But I also know that every parent in the district does not have that benefit, so I try my best to teach my students as if they were my own children.
I am at the point where I don't feel I can continue in the classroom in good conscience. I have been thinking about it for a while now, and I do not see myself in the classroom in another two to three years. My goal is to work in curriculum development or something similar that will take into account all that teachers do in a day before saying this is the end-all-to-be-all in academic achievement. I know that that's only part of the issue, though. Administrators/policymakers need to be made aware of the day-to-day issues facing teachers. I really think they should be required to do one to two weeks in the classroom before they make final decisions on any policy. I also think they need to allow teachers to give input instead of always trying to treat us like sheep.
Just sayin'.
I haven't quite decided what I plan to do, but in the meantime I am going to finish my grad classes so I can earn my M.Ed. in Curriculum and Instruction (and secure my final level of teaching certification in the process, just in case). I truly want to help other people, mainly teachers, be as successful as they possibly can. Will bureaucratic nonsense get in the way? Yes. It always does. But if I can help someone not feel the way I am feeling now by getting back to basics and using common sense in education, then I'm willing to try.
I'll keep you updated.
Showing posts with label Vent. Show all posts
Showing posts with label Vent. Show all posts
Friday, January 6, 2012
Tuesday, June 7, 2011
Day 173: Just Breathe...
No, I have not fallen off the face of the earth. I have been buried (deep) in paperwork. You know, the end-of-the-year madcap madness of cumulative folders, end-of-year assessments, preparing class lists for the next grade level, final report cards, summer newsletters, and last-week-of-school plans. Add to that room packing, preparing for a grade-level talent show, and trying to keep the students sane and you have the last few days of my school year. (I know some, if not all, of you are in the same boat I am.)
Just...
Breathe.
Just...
Breathe.
Sunday, March 27, 2011
Day 129: Dear Governor, What'd I Ever Do to You?
Day 129, from the standpoint of teaching my class, was a typical day. No issues, no worries.
And then...
We had an emergency union meeting regarding my state governor's budget proposal for public education.
I wish I could say that everything was roses.
But it's not.
Gee, where to begin? Well, first I would like to say that I am pleased (at this point) that our governor has not taken away or rallied to take away our collective bargaining rights. Past that, I am not pleased. Not pleased at all. Here is a list of why my sunny day suddenly turned cloudy:
1. Pay freeze. All public school employees, from custodians to cafeteria workers to secretaries to principals to teachers, have been asked to take a pay freeze for this coming school year, or there will be furloughs in my school district. The governor says the districts across the state must do this to save the state thousands and thousands of dollars. This, after he has proposed to cut over a BILLION dollars to public education and public state universities. If ALL of the bargaining units in my district (and I dare say, others) do not accept pay freezes for the upcoming school year, then there will be furloughs, with notices as early as May. In my district alone, that equates to a MINIMUM of 49 positions across all areas.
2. Cuts to the education budget. My district stands to lose nearly 20% of its funding from the state. Our district projected a $927,000 shortfall after our budget was done earlier this month. The district offered early retirement to those who were eligible and came close to a balanced budget. When the governor gave his address (just several days later), that shortfall grew to $2.6 million. I don't have to tell you what that means for any district in this situation.
(Interestingly, businesses and other companies/corporations have not been asked to "share in the sacrifice" to help make my state more fiscally sound. In fact, companies have been allowed to use a nearby state for P.O. box mailing addresses while the companies do business here, thereby avoiding fees and taxes that should be paid to the state.)
3. 18 new proposed bills affecting teachers and other workers in education. Some of the more pressing ones:
Sorry, but until they've taught a mile in my shoes, they have nothing to say. Yes, I'm a teacher, and that entails a lot more than nine months of work. Some of my roles:
...I KEEP COMING BACK BECAUSE I BELIEVE IN EDUCATION.
And then...
We had an emergency union meeting regarding my state governor's budget proposal for public education.
I wish I could say that everything was roses.
But it's not.
Gee, where to begin? Well, first I would like to say that I am pleased (at this point) that our governor has not taken away or rallied to take away our collective bargaining rights. Past that, I am not pleased. Not pleased at all. Here is a list of why my sunny day suddenly turned cloudy:
1. Pay freeze. All public school employees, from custodians to cafeteria workers to secretaries to principals to teachers, have been asked to take a pay freeze for this coming school year, or there will be furloughs in my school district. The governor says the districts across the state must do this to save the state thousands and thousands of dollars. This, after he has proposed to cut over a BILLION dollars to public education and public state universities. If ALL of the bargaining units in my district (and I dare say, others) do not accept pay freezes for the upcoming school year, then there will be furloughs, with notices as early as May. In my district alone, that equates to a MINIMUM of 49 positions across all areas.
2. Cuts to the education budget. My district stands to lose nearly 20% of its funding from the state. Our district projected a $927,000 shortfall after our budget was done earlier this month. The district offered early retirement to those who were eligible and came close to a balanced budget. When the governor gave his address (just several days later), that shortfall grew to $2.6 million. I don't have to tell you what that means for any district in this situation.
(Interestingly, businesses and other companies/corporations have not been asked to "share in the sacrifice" to help make my state more fiscally sound. In fact, companies have been allowed to use a nearby state for P.O. box mailing addresses while the companies do business here, thereby avoiding fees and taxes that should be paid to the state.)
3. 18 new proposed bills affecting teachers and other workers in education. Some of the more pressing ones:
- One bill would allow districts to furlough teachers for purely economic reasons. Seniority would not be the deciding factor in these decisions. Not only that, but the furloughs would be allowed without school districts being required to cut costs through other means.
- Another bill would allow a version of merit pay for teachers. Basically, if your test scores are reviewed and your class is not meeting the goal set aside by the state, you could be fired. Note that this does not take the makeup of your class into account. So if I have students who are learning the language, or students with special needs, or students who came to you as a lower group because of outside factors (lack of parent support, undiagnosed learning disabilities, etc.), I could risk kissing my job goodbye.
- Another bill would permit uncertified school nurses to be in the buildings. (Sorry, but as a parent with a child with asthma and another with allergies that can result in anaphylaxis, I'd want a certified nurse in the building.)
Sorry, but until they've taught a mile in my shoes, they have nothing to say. Yes, I'm a teacher, and that entails a lot more than nine months of work. Some of my roles:
- Educator,
- Counselor,
- Parenting coach,
- Literary expert,
- Confidante,
- Entertainer,
- Nurse,
- Psychologist,
- Crisis manager,
- Psychiatrist, and
- Parent...
...I KEEP COMING BACK BECAUSE I BELIEVE IN EDUCATION.
Tuesday, March 1, 2011
FRUSTRATION AND ANGER AND MORE FRUSTRATION!!!
Sorry friends, but I have reached my limit! I have been desperately trying to get all of my wonderful pictures downloaded to share with you. Seems my phone does not want to cooperate.
Here's the deal:
I upgraded my phone last fall. All of my pictures that were on the old phone transferred over. I was told the phone was set and that everything should have been fine.
Fast forward to last night, when I was trying to download the 60-plus pictures I took while in New York. I had bought a card reader so I could transfer over my pics and put them on the computer for easy posting. Did I say easy? How about un-BELIEVE-ably hard! (I know that's spelled wrong, but go with me here!) The only pics that transferred over were the ones that transferred over when I upgraded my phone.
So I called Verizon customer support for, well, support, only to be told that "the pictures are already saved automatically to the card." Really? Then WHERE ARE THEY? I have three "albums" when I open the gallery on my phone: downloads, saved pics (on the SD card), and "camera" (or the ones I took and can see but apparently can't transfer anywhere else.). After spending 20 minutes on the phone with not one, but two reps, no solution was given save e-mailing all of the pictures to myself. WHAT? THAT'S my advice? What's support for then?
Apparently, the SD card is supposed to save all new pictures automatically. (It doesn't.) There should be an option in my camera menu to rename/move/save new pics to the SD card. (There isn't.) I should be able to go in through settings and set the camera to save automatically. (Nope again.)
So then I get the grand idea to hook up my phone via charger/USB cable to the computer to download the pictures that way. Genius! Or so I thought. The cable needs a driver to be downloaded to read the information from my phone. So I went to Verizon's website and, lo and behold, there is no such driver available for download...unless I missed it somewhere in my two-plus hours of searching. I even tried to have Windows search for a compatible driver to download. Crash. Burn. Flames.
I have just sent Verizon an e-mail asking them to fix this problem before I lose my mind. So until then, you all will have to wait. Not because I don't love you, but because I really cannot fathom e-mailing all of those pictures and reformatting/resaving them when there is supposed to be a device on the phone to make all of that easier in the first place.
Stay tuned, friends. Stay tuned.
Here's the deal:
I upgraded my phone last fall. All of my pictures that were on the old phone transferred over. I was told the phone was set and that everything should have been fine.
Fast forward to last night, when I was trying to download the 60-plus pictures I took while in New York. I had bought a card reader so I could transfer over my pics and put them on the computer for easy posting. Did I say easy? How about un-BELIEVE-ably hard! (I know that's spelled wrong, but go with me here!) The only pics that transferred over were the ones that transferred over when I upgraded my phone.
So I called Verizon customer support for, well, support, only to be told that "the pictures are already saved automatically to the card." Really? Then WHERE ARE THEY? I have three "albums" when I open the gallery on my phone: downloads, saved pics (on the SD card), and "camera" (or the ones I took and can see but apparently can't transfer anywhere else.). After spending 20 minutes on the phone with not one, but two reps, no solution was given save e-mailing all of the pictures to myself. WHAT? THAT'S my advice? What's support for then?
Apparently, the SD card is supposed to save all new pictures automatically. (It doesn't.) There should be an option in my camera menu to rename/move/save new pics to the SD card. (There isn't.) I should be able to go in through settings and set the camera to save automatically. (Nope again.)
So then I get the grand idea to hook up my phone via charger/USB cable to the computer to download the pictures that way. Genius! Or so I thought. The cable needs a driver to be downloaded to read the information from my phone. So I went to Verizon's website and, lo and behold, there is no such driver available for download...unless I missed it somewhere in my two-plus hours of searching. I even tried to have Windows search for a compatible driver to download. Crash. Burn. Flames.
I have just sent Verizon an e-mail asking them to fix this problem before I lose my mind. So until then, you all will have to wait. Not because I don't love you, but because I really cannot fathom e-mailing all of those pictures and reformatting/resaving them when there is supposed to be a device on the phone to make all of that easier in the first place.
Stay tuned, friends. Stay tuned.
Wednesday, February 16, 2011
Day 104: Reading and Rants
Some of you have asked about the reading series I use in my school. Right now, all grades use Houghton-Mifflin Harcourt Reading (?) series. I really can't remember the name of the series. It's a few years old and it comes in two anthologies, complete with a workbook that goes with each anthology. Second grade has orange books; the first has a fox carrying a sack on the cover while the second has some sort of tree house on it. There are six units: Silly Stories, Nature Walk, Around Town: Neighborhood and Community, Amazing Animals, Families, and Talent Show. Come fall, grades 3-5 will have a new series called "Journeys." Grades 1-2 will be phased in the following year.
On a different note, there has been a lot of press about the teacher in Pennsylvania who is on suspension for opinions expressed about students on her blog. What are your opinions on that? I have tried to read some of the content online, but I can't locate any. I think there are some snippets on Facebook, but I don't have a Facebook account. (I know, I am in the Dark Ages, but not too ruffled by that fact. I'd rather send you an e-mail or call you anyway.) Anyhow, I did read some quotes in some of the daily online papers, and I'm just wondering where the boundaries are. I mean, on one hand, those are her opinions, and while she didn't name specific students, the frustration is there. On the other hand, I'm not sure I would have been so (fill in the blank here) while posting, knowing that there is always that possibility of being called on what you've written. Yet and still, there is some understanding of what she was saying, especially if you are someone who works with children. Think about it: How many students have you come across in your years that you had a hard time reaching? Those students who had potential but seemed to fight you tooth and nail when you tried to get him/her to exhibit said potential? You know what I mean: indifference, attitude, poor effort, not wanting to look "uncool" in front of peers. And sometimes you see those same students two years later and they are on yearbook committee or tutoring younger ones, or helping in classrooms after school and you wonder what happened. And then there are situations where the child has more on his/her mind than what you are trying to teach them that day. Family situations, hunger, abuse, homelessness, language/cultural barriers, neglect, etc. all have an effect.
Not to be all doom and gloom, but the other side of the coin is that you also have students who are excited to be in your room and soak up all of the glorious pearls of information and wisdom you can throw at them. (Okay, maybe the visual was a bit much, but you understand what I mean.) I think it comes down to the environment you create in your room, and the family situation at home. I have had students whose families were struggling to make it day by day, and it showed in their academic performance. They were just preoccupied with "other stuff," and while I tried my best to engage them past a few lessons a week, there were still times I couldn't reach them at all. Others in the same situation came in ready to be sponges.
With that said, there was a comment on one of the news stories that said something along the lines of "Teachers have to give students the inspiration to learn in the classroom." I agree, to a point. Sometimes you can juggle and stand on your head, but the inspiration may not come. Effort needs to come from the students, too. Education is not a "you-sit-and-listen-and-work-and-learn" exchange. Education is a give and take between teacher and student. It's a conversation between (mainly) teacher and student (and parent/guardian--if you are fortunate to have parents/guardians who will communicate with you. Not that parents don't care, but sometimes it's hard to get involvement because of jobs and other obligations.). I don't "give" my students inspiration, necessarily. I present them with ideas and let them form their own conclusions.
I've also been teaching long enough to know that I may not always reach every child; sometimes I'm just laying the foundation for another teacher to build on, and that's okay with me--now. As my husband used to tell me in my first two years of teaching, "You can't save every student. You'll have a nervous breakdown in the process." That doesn't mean I slack off in my daily teaching; far from it. But I've come to realize that I am not the savior of all things education. (Although sometimes secretly I wish I could don a cape and be just that.) I do what I can do--one day, one lesson, one student at a time.
Does that mean that I don't have frustrating days made up of frustrating moments? That I don't obsess over whether or not Johnny is reading near/on grade level or that Sally's math prowess isn't where it should be? That I don't worry every time I need to meet with a parent to discuss possible special education services for their child? That I don't sometimes want to scream because I've gone over the same skill 15 times and no one seems to get it no matter how I present it? That I don't fret every time report cards come around because I'm not sure how a parent will react to what I've put on the paper? That I'm not concerned when I have students with special needs in my class and stress about whether I'm meeting their goals and needs?
Not at all. That means I'm a teacher. It's what we do--even if we feel like beating our heads against the wall some days.
On a different note, there has been a lot of press about the teacher in Pennsylvania who is on suspension for opinions expressed about students on her blog. What are your opinions on that? I have tried to read some of the content online, but I can't locate any. I think there are some snippets on Facebook, but I don't have a Facebook account. (I know, I am in the Dark Ages, but not too ruffled by that fact. I'd rather send you an e-mail or call you anyway.) Anyhow, I did read some quotes in some of the daily online papers, and I'm just wondering where the boundaries are. I mean, on one hand, those are her opinions, and while she didn't name specific students, the frustration is there. On the other hand, I'm not sure I would have been so (fill in the blank here) while posting, knowing that there is always that possibility of being called on what you've written. Yet and still, there is some understanding of what she was saying, especially if you are someone who works with children. Think about it: How many students have you come across in your years that you had a hard time reaching? Those students who had potential but seemed to fight you tooth and nail when you tried to get him/her to exhibit said potential? You know what I mean: indifference, attitude, poor effort, not wanting to look "uncool" in front of peers. And sometimes you see those same students two years later and they are on yearbook committee or tutoring younger ones, or helping in classrooms after school and you wonder what happened. And then there are situations where the child has more on his/her mind than what you are trying to teach them that day. Family situations, hunger, abuse, homelessness, language/cultural barriers, neglect, etc. all have an effect.
Not to be all doom and gloom, but the other side of the coin is that you also have students who are excited to be in your room and soak up all of the glorious pearls of information and wisdom you can throw at them. (Okay, maybe the visual was a bit much, but you understand what I mean.) I think it comes down to the environment you create in your room, and the family situation at home. I have had students whose families were struggling to make it day by day, and it showed in their academic performance. They were just preoccupied with "other stuff," and while I tried my best to engage them past a few lessons a week, there were still times I couldn't reach them at all. Others in the same situation came in ready to be sponges.
With that said, there was a comment on one of the news stories that said something along the lines of "Teachers have to give students the inspiration to learn in the classroom." I agree, to a point. Sometimes you can juggle and stand on your head, but the inspiration may not come. Effort needs to come from the students, too. Education is not a "you-sit-and-listen-and-work-and-learn" exchange. Education is a give and take between teacher and student. It's a conversation between (mainly) teacher and student (and parent/guardian--if you are fortunate to have parents/guardians who will communicate with you. Not that parents don't care, but sometimes it's hard to get involvement because of jobs and other obligations.). I don't "give" my students inspiration, necessarily. I present them with ideas and let them form their own conclusions.
I've also been teaching long enough to know that I may not always reach every child; sometimes I'm just laying the foundation for another teacher to build on, and that's okay with me--now. As my husband used to tell me in my first two years of teaching, "You can't save every student. You'll have a nervous breakdown in the process." That doesn't mean I slack off in my daily teaching; far from it. But I've come to realize that I am not the savior of all things education. (Although sometimes secretly I wish I could don a cape and be just that.) I do what I can do--one day, one lesson, one student at a time.
Does that mean that I don't have frustrating days made up of frustrating moments? That I don't obsess over whether or not Johnny is reading near/on grade level or that Sally's math prowess isn't where it should be? That I don't worry every time I need to meet with a parent to discuss possible special education services for their child? That I don't sometimes want to scream because I've gone over the same skill 15 times and no one seems to get it no matter how I present it? That I don't fret every time report cards come around because I'm not sure how a parent will react to what I've put on the paper? That I'm not concerned when I have students with special needs in my class and stress about whether I'm meeting their goals and needs?
Not at all. That means I'm a teacher. It's what we do--even if we feel like beating our heads against the wall some days.
Thursday, February 3, 2011
Day 96: Thawing Out
No, I haven't dropped off the face of the earth. I have been snowed in. As predicted, the snow came through and the ice followed. We had two snow days and returned to school today--just in enough time for report card conferences. My students have officially had the shortest academic week of the year: two whole days.
These past days have brought the snow day total to three so far this year. We've had quite a few delays, but there isn't a limit on those. I think we have reached our allotted snow days for the year now, although we might have one to spare for the remainder of winter.
Although, I could be the folks in a picture sent to me earlier today. The interstate was plowed but it was flanked on each side by what looked like 10 to 15 feet of snow. I'm not sure where it was, but I'm thankful I'm not there!
Tomorrow is report card conferences for the second quarter. Report cards went home this afternoon. (Very pleased they did not have to be given at conferences again this time. They were supposed to go home Tuesday, but we know what happened there. Anyhow, I speak with parents tomorrow.)
Tomorrow is also Wear Red day or Go Red for Women Day. You are supposed to wear red to support those who have heart disease and other heart-related conditions. I usually wear red on this day, but I really try not to wear red on a day when a parent may want to argue with me over a child's report card. (Not that I'm expecting that to happen, but I've had some situations in the past!) It's sort of like waving a red flag in front of an angry bull. I usually try to wear soothing colors like pastels or shades of blue or green. I know, I know. I may be thinking too much into it. What do you think?
These past days have brought the snow day total to three so far this year. We've had quite a few delays, but there isn't a limit on those. I think we have reached our allotted snow days for the year now, although we might have one to spare for the remainder of winter.
Although, I could be the folks in a picture sent to me earlier today. The interstate was plowed but it was flanked on each side by what looked like 10 to 15 feet of snow. I'm not sure where it was, but I'm thankful I'm not there!
Tomorrow is report card conferences for the second quarter. Report cards went home this afternoon. (Very pleased they did not have to be given at conferences again this time. They were supposed to go home Tuesday, but we know what happened there. Anyhow, I speak with parents tomorrow.)
Tomorrow is also Wear Red day or Go Red for Women Day. You are supposed to wear red to support those who have heart disease and other heart-related conditions. I usually wear red on this day, but I really try not to wear red on a day when a parent may want to argue with me over a child's report card. (Not that I'm expecting that to happen, but I've had some situations in the past!) It's sort of like waving a red flag in front of an angry bull. I usually try to wear soothing colors like pastels or shades of blue or green. I know, I know. I may be thinking too much into it. What do you think?
So I'm off to get ready. I need to iron my clothes, eat dinner, and relax for just a minute. (I was at school today until 6 preparing for tomorrow. Then I had to run to Target to pick up treats for the candy basket. Then I went over my own children's report cards with them before we took my youngest to his Nana's for the night. (She's watching him while I'm doing conferences and my husband is working.) My oldest has a regular day of school tomorrow; middle school doesn't have conferences.
Ah well. My pizza is calling. More to come tomorrow!
Tuesday, November 16, 2010
Day 52: American Education Week
Here it is again. American Education Week. This is the week set aside to celebrate the American education system and those who work in it. A week where programs may be put on, book fairs may be held, and parents may observe your room and watch what their children do all day while they are under your guidance and direction.
**Sigh.**
I don't like American Education Week.
There.
I've said it.
I know some schools set aside a day or two for parents to come in during a few hours. My previous school was like that. Parents could come in on one of two days for a little while. My current school permits parents to visit four days of the five this week, from 9:15-3:15. So if a parent wants to come in and stay all day, they can.
Did I mention that I don't like this week?
Today began the first day of visitation. I had two visitors, during computer lab. That's it for the whole day. And that's okay with me.
It's not that I have anything to hide. Far from it. I'm very open with my parents. I constantly send updates, e-mail pictures of special things we do in class, and keep our class webpage updated on a weekly basis.
And it's not so much that I mind having a person or two in my room once in a while. What I don't like is when I have a crowd of people in my room. It feels like I'm on display while I do my job. I know parents are interested in what we do during the day, but I am trying to work.
The other thing that bothers me is when parents come in and disrupt your room. I overheard a colleague telling about a parent who was cracking jokes while s/he was trying to teach! This while another parent was hovering over his/her child while s/he was working, asking questions. Nevermind that these behaviors were probably disruptive to the rest of the children in the room who were trying to focus and learn.
The idea of coming in to observe is just that. The kids are still trying to focus and complete their work. I've never had to correct a parent during American Education Week, but I don't think I'd have a problem doing so--tactfully, of course. Bottom line is, this is school and students are trying to learn.
What bothers me above everything, however, is when parents come in and their children are suddenly unable to do things on their own or so wrapped up in trying to get their parent's attention that they aren't paying attention to their work. Some children actually behave worse when their parents are in the room.
I've already warned my students about such behavior. I flat out tell them that while we may have visitors, we still have work to do and I expect them to get it done as if there is no one else in the room. I also tell them that it doesn't matter to me who is visiting: their mom, dad, granny, grandpa, aunt, uncle. etc. There are expectations and they need to be followed or I will correct the behavior. No excuses, no apologies made. For the most part, my students pretty much stay on task.
There are three days left in the week. I'm hoping most of my visitors come tomorrow for our speaker presentation. Since we are studying live insects in science (on a rotation with weather), we have a local biologist coming in to talk with the children about types of insects and share interesting facts. It should be very informative.
Past that, during the rest of the week we will be finishing our Pilgrim stories, writing workshop, math lessons on attributes and buying items, a lesson on seasons, a guidance lesson on being a good friend, and an observation of our mealworm colony (Our first beetle appeared today.). That's it. I don't believe in "putting on a show" for parents. I teach what I teach. Period.
So we'll see how this week goes. Should be interesting.
Stay tuned...
**Sigh.**
I don't like American Education Week.
There.
I've said it.
I know some schools set aside a day or two for parents to come in during a few hours. My previous school was like that. Parents could come in on one of two days for a little while. My current school permits parents to visit four days of the five this week, from 9:15-3:15. So if a parent wants to come in and stay all day, they can.
Did I mention that I don't like this week?
Today began the first day of visitation. I had two visitors, during computer lab. That's it for the whole day. And that's okay with me.
It's not that I have anything to hide. Far from it. I'm very open with my parents. I constantly send updates, e-mail pictures of special things we do in class, and keep our class webpage updated on a weekly basis.
And it's not so much that I mind having a person or two in my room once in a while. What I don't like is when I have a crowd of people in my room. It feels like I'm on display while I do my job. I know parents are interested in what we do during the day, but I am trying to work.
The other thing that bothers me is when parents come in and disrupt your room. I overheard a colleague telling about a parent who was cracking jokes while s/he was trying to teach! This while another parent was hovering over his/her child while s/he was working, asking questions. Nevermind that these behaviors were probably disruptive to the rest of the children in the room who were trying to focus and learn.
The idea of coming in to observe is just that. The kids are still trying to focus and complete their work. I've never had to correct a parent during American Education Week, but I don't think I'd have a problem doing so--tactfully, of course. Bottom line is, this is school and students are trying to learn.
What bothers me above everything, however, is when parents come in and their children are suddenly unable to do things on their own or so wrapped up in trying to get their parent's attention that they aren't paying attention to their work. Some children actually behave worse when their parents are in the room.
I've already warned my students about such behavior. I flat out tell them that while we may have visitors, we still have work to do and I expect them to get it done as if there is no one else in the room. I also tell them that it doesn't matter to me who is visiting: their mom, dad, granny, grandpa, aunt, uncle. etc. There are expectations and they need to be followed or I will correct the behavior. No excuses, no apologies made. For the most part, my students pretty much stay on task.
There are three days left in the week. I'm hoping most of my visitors come tomorrow for our speaker presentation. Since we are studying live insects in science (on a rotation with weather), we have a local biologist coming in to talk with the children about types of insects and share interesting facts. It should be very informative.
Past that, during the rest of the week we will be finishing our Pilgrim stories, writing workshop, math lessons on attributes and buying items, a lesson on seasons, a guidance lesson on being a good friend, and an observation of our mealworm colony (Our first beetle appeared today.). That's it. I don't believe in "putting on a show" for parents. I teach what I teach. Period.
So we'll see how this week goes. Should be interesting.
Stay tuned...
Wednesday, November 3, 2010
Day 44: Preparing for Report Cards
It's that time of year again. One of the things I don't like about teaching is preparing report cards. Our district does not have digital report cards, so we have to use these 4-ply carbon papers. They are color-coded by quarter. I've used them before and they're not so bad.
BUT...
I have some major gripes about our report cards. Read on.
1. The report cards are outdated. The powers that be have not updated them to meet the current curriculum expectations or standards in something like 15 years! We've been told for at least the past four years that they will be changed, but we never get a definitive time period. We only use half of the report card because the rest of it doesn't apply. I fill in the part about attendance, conduct, and overall grades. I also fill in the part dealing with language arts skills. That's it.
2. Speaking of overall grades, the guidelines for our O (Outstanding), S (Satisfactory), and N (Not Satisfactory) designations don't make sense. An O is 90 or above, and an N is below 70. Which leaves 71-89 as an S. What kind of a crazy range is THAT?!? There are also different subcategories with proficiency ranges: - (below grade level), L (grade level), and + (above grade level). Those ranges are for the main subjects. There is a second set of ranges for the SUBSETS of each main subject. The subset ranges from 1-4, with 1 meaning the student needs major support to complete the tasks, and 4 meaning extremely proficient. CRYSTAL CLEAR, RIGHT? Sure, if you're looking through a cracked window in the fog at midnight. Moving on...
3. Adding to the confusion is that fact that in Kindergarten, there is a different report card than Grades 1 and 2. First grade only gives grades for the last three quarters of the year. Second grade gives grades for all four quarters. But when the students reach grades 3-5, there is a whole new report card, complete with the usual A-F range.
4. We cannot use the math section on the report card because it no longer matches the program we now use (which, by the way, has been changed or updated at least twice during the run of the current report card format). On the math section, we have to write "See attached," which directs the parents to an Everyday Math checklist regarding the skills taught that quarter. Students are marked Adequate (80% or above demonstration of the skill) or Not Adequate (below 80% demonstration of the skill). Also on the checklist is a space for comments regarding math capabilities. This one CAN be done on the computer. Pretty nice, actually.
5. Speaking of comments, the comment section for the report card is squeezed into the space equal to one-third the size of a regular 8-1/2 by 11 sheet of paper. That's right. That small space to cover academic and behavioral concerns for four quarters.
So, what do I do?
I actually have a third sheet that I created to use in order to add in my comments for the parents. I have a template for it; I'll add it to a post by the end of the week so you can use it if you want. In short, it's a sheet of paper with the child's name, all of the subjects covered that quarter (science and social studies grades are given twice a year), a behavior section, a homework section, and a general comment section. I also have three columns where I list the child's strengths, needs, and possible solutions for improvement for each subject. Sounds like a lot of work, and it is, but it's the only way I could get everything onto one sheet and still have the parents understand their child's progress. Because, you know, the report card is SO user-friendly.
Report card conferences are next Thursday, November 11. This means from 8:15 (my first conference) until about 3:30 (my last conference), I am meeting parent after parent to discuss my concerns. Oh, and did I mention that we are only supposed to allot 10 minutes for each conference? (Mine go over sometimes. I try to spread them out, especially if I have serious concerns for a student--then I'll allot 20 minutes. But it happens. And sometimes if the parent has a sibling's conference right before yours, they don't always arrive on time. That said, how are you supposed to cover everything all in 10 minutes? Hint: Use the comment sheet I created!)
Oh yeah, here's the kicker for this year. The parents aren't given the report cards UNTIL THEY MEET YOU IN THE CONFERENCE! This was a scheduling issue from a who knows where; the report cards are usually given out a day or two beforehand. But no, I get the pleasure of handing the report card to the parents as they walk in to conference with me. Joy. Somebody bang my head against the wall now. Not that I have any real academic issues to address, but I don't like the idea of having to give the report card and cover everything else in those 10 minutes.
SO...over the next few days I will be completing my report cards bit by bit. There is no way I can get all of the report cards and their accompanying pieces gathered and put together in one day. I do a section at a time and it gets done.
I just hate doing them; it's such a process. Somebody has GOT to think of a better way to do these things. Or at least give us a report card that makes some sense!
Ah well. I'm off to look through the fog.
BUT...
I have some major gripes about our report cards. Read on.
1. The report cards are outdated. The powers that be have not updated them to meet the current curriculum expectations or standards in something like 15 years! We've been told for at least the past four years that they will be changed, but we never get a definitive time period. We only use half of the report card because the rest of it doesn't apply. I fill in the part about attendance, conduct, and overall grades. I also fill in the part dealing with language arts skills. That's it.
2. Speaking of overall grades, the guidelines for our O (Outstanding), S (Satisfactory), and N (Not Satisfactory) designations don't make sense. An O is 90 or above, and an N is below 70. Which leaves 71-89 as an S. What kind of a crazy range is THAT?!? There are also different subcategories with proficiency ranges: - (below grade level), L (grade level), and + (above grade level). Those ranges are for the main subjects. There is a second set of ranges for the SUBSETS of each main subject. The subset ranges from 1-4, with 1 meaning the student needs major support to complete the tasks, and 4 meaning extremely proficient. CRYSTAL CLEAR, RIGHT? Sure, if you're looking through a cracked window in the fog at midnight. Moving on...
3. Adding to the confusion is that fact that in Kindergarten, there is a different report card than Grades 1 and 2. First grade only gives grades for the last three quarters of the year. Second grade gives grades for all four quarters. But when the students reach grades 3-5, there is a whole new report card, complete with the usual A-F range.
4. We cannot use the math section on the report card because it no longer matches the program we now use (which, by the way, has been changed or updated at least twice during the run of the current report card format). On the math section, we have to write "See attached," which directs the parents to an Everyday Math checklist regarding the skills taught that quarter. Students are marked Adequate (80% or above demonstration of the skill) or Not Adequate (below 80% demonstration of the skill). Also on the checklist is a space for comments regarding math capabilities. This one CAN be done on the computer. Pretty nice, actually.
5. Speaking of comments, the comment section for the report card is squeezed into the space equal to one-third the size of a regular 8-1/2 by 11 sheet of paper. That's right. That small space to cover academic and behavioral concerns for four quarters.
So, what do I do?
I actually have a third sheet that I created to use in order to add in my comments for the parents. I have a template for it; I'll add it to a post by the end of the week so you can use it if you want. In short, it's a sheet of paper with the child's name, all of the subjects covered that quarter (science and social studies grades are given twice a year), a behavior section, a homework section, and a general comment section. I also have three columns where I list the child's strengths, needs, and possible solutions for improvement for each subject. Sounds like a lot of work, and it is, but it's the only way I could get everything onto one sheet and still have the parents understand their child's progress. Because, you know, the report card is SO user-friendly.
Report card conferences are next Thursday, November 11. This means from 8:15 (my first conference) until about 3:30 (my last conference), I am meeting parent after parent to discuss my concerns. Oh, and did I mention that we are only supposed to allot 10 minutes for each conference? (Mine go over sometimes. I try to spread them out, especially if I have serious concerns for a student--then I'll allot 20 minutes. But it happens. And sometimes if the parent has a sibling's conference right before yours, they don't always arrive on time. That said, how are you supposed to cover everything all in 10 minutes? Hint: Use the comment sheet I created!)
Oh yeah, here's the kicker for this year. The parents aren't given the report cards UNTIL THEY MEET YOU IN THE CONFERENCE! This was a scheduling issue from a who knows where; the report cards are usually given out a day or two beforehand. But no, I get the pleasure of handing the report card to the parents as they walk in to conference with me. Joy. Somebody bang my head against the wall now. Not that I have any real academic issues to address, but I don't like the idea of having to give the report card and cover everything else in those 10 minutes.
SO...over the next few days I will be completing my report cards bit by bit. There is no way I can get all of the report cards and their accompanying pieces gathered and put together in one day. I do a section at a time and it gets done.
I just hate doing them; it's such a process. Somebody has GOT to think of a better way to do these things. Or at least give us a report card that makes some sense!
Ah well. I'm off to look through the fog.
Thursday, October 21, 2010
Day 36: Listening
Oh my goodness. Can I just say that sometimes little children make me want to scream? Am I allowed to admit that? As a parent and a teacher, sometimes I wonder about the hearing ability of the children I come into contact with on a daily basis.
My own children seem to have "selective hearing" at times. You know, like when they are in the middle of a game or playing and you want them to do something else? I swear you can call them 50 times and you will still get no response. Then other times, you call them and they are right where you want them to be.
The same is true for my students. By nature, I am not a loud person. I am fairly soft spoken. However, I am not so soft spoken that my directions cannot be heard. On at least three occasions today I gave directions to my class, only to have a handful actually follow through on what I asked them to do. Then when I ask, "What was my direction?", they look around at each other for the answers. This has been going on just about all week and it's driving me crazy! I swear it's getting worse the closer we get to Halloween. It's like they all have candy on the brain. Can it be so hard to have everyone LISTEN and follow directions?!?
I hate repeating myself. ABSOLUTELY. HATE. REPEATING. MYSELF. I give directions twice for things. After that, they have to figure it out or ask a neighbor. Simply put, I cannot repeat myself 19 times for every assignment. We are going to have to go back to repeating the directions before moving on for the next few days. Otherwise I might crack. Or blow my top. Or whatever colorful euphemism you'd like to insert. You get my drift.
My own children seem to have "selective hearing" at times. You know, like when they are in the middle of a game or playing and you want them to do something else? I swear you can call them 50 times and you will still get no response. Then other times, you call them and they are right where you want them to be.
The same is true for my students. By nature, I am not a loud person. I am fairly soft spoken. However, I am not so soft spoken that my directions cannot be heard. On at least three occasions today I gave directions to my class, only to have a handful actually follow through on what I asked them to do. Then when I ask, "What was my direction?", they look around at each other for the answers. This has been going on just about all week and it's driving me crazy! I swear it's getting worse the closer we get to Halloween. It's like they all have candy on the brain. Can it be so hard to have everyone LISTEN and follow directions?!?
I hate repeating myself. ABSOLUTELY. HATE. REPEATING. MYSELF. I give directions twice for things. After that, they have to figure it out or ask a neighbor. Simply put, I cannot repeat myself 19 times for every assignment. We are going to have to go back to repeating the directions before moving on for the next few days. Otherwise I might crack. Or blow my top. Or whatever colorful euphemism you'd like to insert. You get my drift.
Day 35: Paperwork!
I know sometimes it may get a little frustrating when you are searching 180 Days for a new post and it's not there. And you're bummed. Then you look a day (or sometimes two) later and, viola!, there's news and the world is all right again. Okay, so maybe I'm going (WAAAAYYY) overboard in my thinking, but you get my drift. I really do appreciate the fact that you are reading about my days, my gripes, and my triumphs. Dare I say that you understand what I'm talking about and don't think I'm some crazy loon? All the same, thanks for reading.
That said, the truth behind my less-than-timely posts (on several occasions) is the bane of...paperwork. Is it just me, or has the level of required paperwork grown over the last several years? I swear I spend more time doing paperwork and administrative things than I actually spend teaching. At least, that's how it feels.
Like right now. I should be finishing up some grading and the last bits of my planning for next week, but I felt like I needed to drop a quick post to let you all know I haven't dropped off the face of the earth.
So anyway, I just wanted to let you know that I have nearly fallen to my nemesis again, but I am fighting back and sally forth to vanquish my foe! (Or at least put up a good fight!)
That said, the truth behind my less-than-timely posts (on several occasions) is the bane of...paperwork. Is it just me, or has the level of required paperwork grown over the last several years? I swear I spend more time doing paperwork and administrative things than I actually spend teaching. At least, that's how it feels.
Like right now. I should be finishing up some grading and the last bits of my planning for next week, but I felt like I needed to drop a quick post to let you all know I haven't dropped off the face of the earth.
So anyway, I just wanted to let you know that I have nearly fallen to my nemesis again, but I am fighting back and sally forth to vanquish my foe! (Or at least put up a good fight!)
Friday, October 8, 2010
Professional Development Day
***Disclaimer: Some of the opinions expressed in the following post may have some of you disagreeing with my ramblings. That's okay with me. And still, others of you may agree with what I'm saying or may be facing similar circumstances. If you are, I feel for you. Regardless of who you are, please read on and feel free to leave a comment if you are so inclined. With that said, have at it!***
Today was a teacher inservice, or professional development, as my district sometimes calls it. While my husband and children were outside enjoying the 70-plus degree weather, I was inside going over 1) DATA to help create reading skills groups and how the new DIBELS-NEXT program has impacted reading levels, 2) training on Senteo, 3) an introduction to Skills Tutor, and 4) learning that our district is adopting not only an entire reading program, but new state testing guidelines for AYP.
1) DATA. As I've stated before, I don't like DATA. Not that I don't think data can be helpful, but sometimes it's just overkill. My district is big on data-driven instruction, but sometimes that same data can be a hindrance to the very children it is supposed to benefit. Think about it. Our teachers back in the day had data on us via classwork, quizzes, tests, etc. Do you think they had to keep track of data points to be reviewed every six weeks? Or multiple checklists for every student for every math lesson and skill? Or behavior tracking logs for every student? It's crazy! I spend more time recording data for this, that, and the other in order to "tell me how to teach" my students.
Case in point: Today we were talking about reading skills groups. My district follows the RTII model for reading skills groups. The reading specialists use the (now) DIBELS-NEXT scores and Guided Reading packet scores to determine what child goes into which skills group. We were given a crate of folders with each student's name in order to keep track of the reading progress made in skills group (along with other behavior or learning concerns in general). The idea is that all of the data can be available in one place if there is ever a question for special education or gifted referrals. The data is also supposed to be reviewed every six weeks to determine if a particular skills group is working for a particular student. If not, then adjustments can be made.
My argument is this: Before we began using (what was then RTI), we did our guided reading/skills groups in our own rooms, with our own students. Now we switch among the grade level according to what level we've been assigned to teach. So instead of having three or four students below grade level to teach and catch up, I now have a room of 15 or so. I understand the thinking behind the idea. However, 15 in a group, while they may all be on the same reading level, are not going to benefit as much as those three or four working directly with me in a smaller group.
Thing is, our data is showing this. Since we took the guided reading/skills groups out of our own rooms three years ago, our reading scores have fallen each year. The kids did better with the smaller groups, the teachers could address the needs and move children between groups if needed (without having to wait six weeks to do so), and the children showed growth. Our incoming second graders are showing the impact of this change. Out of 100+ second graders about one-third of the grade is below benchmark! The number gets slightly larger every year. (And it's not anything that first grade is doing in their teaching; they work their butts off!) Yet, when we asked if we could go back to the old method as a grade level because the data is showing this decline (and has shown this decline for the past few years), we were told we couldn't because the directive came from the top. Although, we were told we could have a meeting with some of those folks if we chose.
My other gripe is AYP benchmarks. If you are a member of a public school system, I'm sure you have heard of AYP in relation to your state educational testing guidelines. You know, the one tied into good old No Child Left Behind. Right. My district (or state?) has decided to increase the benchmark levels beginning with this coming spring's testing. And the benchmarks are to increase incrementally for the next few years. I don't have the exact figures in front of me, but one figure stands out like a neon light in the black of night. Yup, you guessed it: 100%. 100%! My district/state wants us to meet a 100% benchmark in reading and math in the next few years. WHAT? WHAT? ARE YOU SERIOUS?!?! I don't know how this is possible, considering: lack of funding, lack of programs, loss of resources, DATA, and the simple fact that it's a near impossibility unless you spend your entire day drilling your students on skills. How in the world are we as educators supposed to get all of our students to reach the 100% benchmark when those in charge keep giving us things to do without the resources to do those very things? Whatever happened to letting the teacher teach?
I forgot. We can do everything. We're teachers, parents, nurses, confidantes, writers, readers, mathematicians, scientists, organizers, peacemakers, and artists. Why not add "miracle workers" to the list too?
And speaking of miracle workers, I mentioned that our district is buying a new reading program, something called "Journeys." I checked it out online and I think it will be a good resource for the students. I am not looking forward to changing everything for LFS. In case your are unaware of what LFS is, it stands for the Learning Focused Schools model, which is a combination of best practices. Lesson planning and gathering the accompanying materials takes so long because you are doing materials for each subject. Every lesson is to have an essential question (objective question), whole group activity, partner or small group work, and a distributed summarization (closing activity; my principal prefers one in writing for tracking purposes.). Each lesson also needs to contain some sort of graphic organizer for the information. To supplement the lessons, a student learning map should be available, along with vocabulary picture cards and a focus wall for display in the room. It's a lot of work on the front end, which is why we phased it in over the past few years. This will be my school's third year of the LFS model. Of all the subjects, language arts takes the longest because of the units, stories, vocab skills, etc. We just got all the materials together and the district is changing the program for some of the grades. So now those grades have to start all over. Ugh.
I think we all need a miracle.
Today was a teacher inservice, or professional development, as my district sometimes calls it. While my husband and children were outside enjoying the 70-plus degree weather, I was inside going over 1) DATA to help create reading skills groups and how the new DIBELS-NEXT program has impacted reading levels, 2) training on Senteo, 3) an introduction to Skills Tutor, and 4) learning that our district is adopting not only an entire reading program, but new state testing guidelines for AYP.
1) DATA. As I've stated before, I don't like DATA. Not that I don't think data can be helpful, but sometimes it's just overkill. My district is big on data-driven instruction, but sometimes that same data can be a hindrance to the very children it is supposed to benefit. Think about it. Our teachers back in the day had data on us via classwork, quizzes, tests, etc. Do you think they had to keep track of data points to be reviewed every six weeks? Or multiple checklists for every student for every math lesson and skill? Or behavior tracking logs for every student? It's crazy! I spend more time recording data for this, that, and the other in order to "tell me how to teach" my students.
Case in point: Today we were talking about reading skills groups. My district follows the RTII model for reading skills groups. The reading specialists use the (now) DIBELS-NEXT scores and Guided Reading packet scores to determine what child goes into which skills group. We were given a crate of folders with each student's name in order to keep track of the reading progress made in skills group (along with other behavior or learning concerns in general). The idea is that all of the data can be available in one place if there is ever a question for special education or gifted referrals. The data is also supposed to be reviewed every six weeks to determine if a particular skills group is working for a particular student. If not, then adjustments can be made.
My argument is this: Before we began using (what was then RTI), we did our guided reading/skills groups in our own rooms, with our own students. Now we switch among the grade level according to what level we've been assigned to teach. So instead of having three or four students below grade level to teach and catch up, I now have a room of 15 or so. I understand the thinking behind the idea. However, 15 in a group, while they may all be on the same reading level, are not going to benefit as much as those three or four working directly with me in a smaller group.
Thing is, our data is showing this. Since we took the guided reading/skills groups out of our own rooms three years ago, our reading scores have fallen each year. The kids did better with the smaller groups, the teachers could address the needs and move children between groups if needed (without having to wait six weeks to do so), and the children showed growth. Our incoming second graders are showing the impact of this change. Out of 100+ second graders about one-third of the grade is below benchmark! The number gets slightly larger every year. (And it's not anything that first grade is doing in their teaching; they work their butts off!) Yet, when we asked if we could go back to the old method as a grade level because the data is showing this decline (and has shown this decline for the past few years), we were told we couldn't because the directive came from the top. Although, we were told we could have a meeting with some of those folks if we chose.
My other gripe is AYP benchmarks. If you are a member of a public school system, I'm sure you have heard of AYP in relation to your state educational testing guidelines. You know, the one tied into good old No Child Left Behind. Right. My district (or state?) has decided to increase the benchmark levels beginning with this coming spring's testing. And the benchmarks are to increase incrementally for the next few years. I don't have the exact figures in front of me, but one figure stands out like a neon light in the black of night. Yup, you guessed it: 100%. 100%! My district/state wants us to meet a 100% benchmark in reading and math in the next few years. WHAT? WHAT? ARE YOU SERIOUS?!?! I don't know how this is possible, considering: lack of funding, lack of programs, loss of resources, DATA, and the simple fact that it's a near impossibility unless you spend your entire day drilling your students on skills. How in the world are we as educators supposed to get all of our students to reach the 100% benchmark when those in charge keep giving us things to do without the resources to do those very things? Whatever happened to letting the teacher teach?
I forgot. We can do everything. We're teachers, parents, nurses, confidantes, writers, readers, mathematicians, scientists, organizers, peacemakers, and artists. Why not add "miracle workers" to the list too?
And speaking of miracle workers, I mentioned that our district is buying a new reading program, something called "Journeys." I checked it out online and I think it will be a good resource for the students. I am not looking forward to changing everything for LFS. In case your are unaware of what LFS is, it stands for the Learning Focused Schools model, which is a combination of best practices. Lesson planning and gathering the accompanying materials takes so long because you are doing materials for each subject. Every lesson is to have an essential question (objective question), whole group activity, partner or small group work, and a distributed summarization (closing activity; my principal prefers one in writing for tracking purposes.). Each lesson also needs to contain some sort of graphic organizer for the information. To supplement the lessons, a student learning map should be available, along with vocabulary picture cards and a focus wall for display in the room. It's a lot of work on the front end, which is why we phased it in over the past few years. This will be my school's third year of the LFS model. Of all the subjects, language arts takes the longest because of the units, stories, vocab skills, etc. We just got all the materials together and the district is changing the program for some of the grades. So now those grades have to start all over. Ugh.
I think we all need a miracle.
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