Accommodations in the Classroom by Ashley Ewert

Accommodations in the Classroom

by Ashley Ewert

Having students who need accommodations is nothing new to many Special Education teachers. Daily, Special Education teachers are faced with adapting curriculum to help meet the needs of each student. Students with disabilities require planned supports to participate meaningfully in classroom activities and lessons with their peers in general education. I teach in a classroom that students require accommodations daily. My students have physical and health impairments. They are learning from a grade level curriculum. When teachers are given curriculum and materials, they are often faced with difficulties in implement the curriculum with accommodations. Adapting the curriculum can help students succeed with grade level expectations.  

What is an Accommodation?

An accommodation is an adjustment to the instruction or method of student performance that does not substantially change the curriculum level or performance criteria. Accommodations in the classrooms enable students to access curriculum content or demonstrate learning without changing curriculum goals. Accommodations can be made by the classroom general education teacher or a special educator. They help improve how the student is learning, so the student is successful in accessing grade level curriculum. Accommodations can be made in all shapes and sizes. They not only help children with physical impairment, but they can also help students with learning and/or attention needs. Standard accommodations include presentation, response, settings, timing, scheduling, and organization.

"Every student can learn, just not on the same day, or in the same way." John Evans

Examples of Accommodations in the classroom:

*Listen to audio recordings instead of reading text

*Work with fewer items per page and/or materials in a larger print size

*Recording a lesson instead of taking notes

*Use of visual content (bubble maps, visual organizers)

*Dictate answers

*Use of a spelling dictionary or an electric speller

*Use of a calculator

*Take a test in a different setting (quiet room)

*Use of sensory tools

*Allowing more time to complete assignments

*Take frequent breaks

*Use of special seating (such as in the picture below)

"Fairness does not mean everyone gets the same. Fairness means everyone gets what they need." ― Rick Riordan

"To teach is to touch a life forever." -Anonymous

Ashley Ewert

What is Co-Teaching Part 2- by Ashley Ewert

What is Co-Teaching? Part 2-

by Ashley Ewert

In my last blog, I discussed the benefits students and teachers had in an inclusive co-teaching classroom. Co-teaching exist with a variety of approaches or models. Some of the more popular used models of co-teaching include one teach, one support; parallel reaching; station teaching; alternative teaching; and teaming. Refer to the image for a visual example of the various models. Each co-teaching classroom will utilize multiple styles in their classrooms and may even use a different form during each academic lesson throughout the day.

Common Models of Co-Teaching - 

One Teach-One Support

When teachers use a style of one teach one support, many students in the classroom can receive individual attention however if the supporting teacher always is in the same role then he/she begins to be perceived as an aide and not a teacher. The best time to utilize one teach, one support model is during whole group instruction.

Station Teaching

Station teaching is similar to what we know as centers. Students are divided between two to four groups and either work independently or with the teacher's support. Using station teaching makes it easier for instruction to be differentiated levels. Teachers instruct one station while other students at other stations work independently. The student to teacher ratio is decreased when implementing station teaching into the classroom. The best time to use station teaching is during a center time activity when students are rotating to different groups.

Alternate Teaching

In the alternative teaching model, one teacher is responsible for the large group of students while the other teacher instructs a small group of students. This provides unique opportunities to deliver intensive instruction and individualized instruction to all students. Alternative teaching can be utilized anytime there is a need for small group instruction. A suggested subject to use alternative teaching is during a math lesson.

"Alone we can do so little. Together we can do so much." 

-Helen Keller

Additional Models of Co-Teaching-

Teaming

When both teachers are teaching and supporting each other at the same time, the teachers are participating in the co-teaching model of teaming.  Teachers are equally contributing to the delivery of the lesson. Teaming promotes respect between teachers as they also serve as a model for students respecting one another. The best way to use this model is when the presentation of differing views and perspective is appropriate. 

Parallel Teaching
When the class is divided into two heterogeneous groups, parallel teaching can be utilized. Each teacher directly instructs the same content to half the group. The student to teacher ratio is decreased by half using this model. Some teachers have a difficult time adjusting to multiple people speaking at the same time, and it can be distracting for students as well. The best time to utilize parallel teaching is when the whole group would benefit from smaller group instruction when being taught the same curriculum. 

"We may have all come on different ships, but we're all in the same boat now." 
                                                                          -Martin Luther King Jr.

"To teach is to touch a life forever." Anonymous

Ashley Ewert

             

What is Co-Teaching- Part 1 by Ashley Ewert

What is Co-Teaching? Part 1-

by Ashley Ewert

 As I sat at a staff meeting listening to information about MTSS models of instruction, the word "inclusion" came up more and more. A few days went by, and a colleague approached me and asked what I thought about the idea of an inclusion classroom with the opportunity to co-teach with my grade level peer. This school year, my general education grade level peer, and I was able to work closely to mainstream and reverse mainstream our students. The results have shown form the students' social-emotional and academic achievements because of our established system of supports. My grade level peer remembered inclusion information presented at previous OMTA meetings, the idea of inclusion seemed like an excellent way for us to take our collaboration to the next level of student support.  My potential co-teacher and I researched the opportunity by writing down all the questions we had and investing time into reading a book Teaching in Tandem by Gloria Lodato Wilson. After we were content with the information gathered, we wrote a proposal letter up and proposed this option to our administrator. We were able to visit other models of inclusion classrooms in the district to grasp an idea of what inclusion looks like in structure.

  

How does it benefit students?

Co-teaching in an inclusion classroom is a benefit not only for the staff involved but also for the students involved. Every student in the classroom, both typically achieving and those with disabilities is provided different educational options. Students with limited vocabulary show an increase in expressive language when working with good student models who are already using developmentally appropriate communication skills which will continue to improve with additional time together. General education students have more opportunities to teach, and model learned skills to other students, which increased mastery. A strong friendship and bond between general and special education students are developed as well as increased empathy for diverse students. All students learn tolerance and respect for diversity. General education students have an increased amount of teacher/paraprofessional support that would not be available to them in a non-inclusion class. Students in special education tend to rise to the challenge of the classroom's expectations.  In an inclusion classroom, it can be nearly impossible to identify the special education students in the inclusion class. The achievement and social gaps between typically achieving students and students with disabilities are reduced. 

"Co-Teaching does not exist solely to bring two teachers together, co-teaching exist to serve students." - Potts & Howard

How does it benefit the teachers involved?
Co-teachers have a unique experience to reflect on students' needs daily and strategically plan lessons and teaching configurations that will benefit each lesson. Co-teaching is a partnership with a Special Education teacher and a General Education teacher who have equal roles and responsibilities. An inclusion program that models the stages of MTSS would be ideal in both social and academic developments of all students and staff involved. The visit to the district's already existing and succeeding inclusion programs identified that a true partnership will utilize all the benefits of a co-teaching classroom and emphasizes effective instructional practices in which all students learn and achieve success. Teaching together is much more powerful than teaching alone. Co-teaching models emphasize students to rise to the challenges of the classroom expectations while understanding and respecting diversity around them. With social and academic standards relating closely, an inclusion program is ideal in the districts next steps of the MTSS models.

"When everyone is  included, everyone wins." - Jesse Jackson

"To teach is to touch a life forever." - Anonymous 

Ashley Ewert

Summer Self-Care

  

            Self-care is always important for all people, and teacher self-care is a necessary need most of us probably do not partake in; at least I don’t practice self-care as much as I should. I feel very grateful to have summers off, and I am going to use this time not only to spend time with my kids but take care of myself.  During the school year, my stress level intensifies and at times it feels like I am not thinking as clearly because of it.  I have done some research on how to help myself, and I want to pass along this information.  

Reading Books

      We always tell our students to read every single day because it helps build vocabulary, become a better speller, better writer, and improve comprehension.  All of this is true and it is true for adults.  I remember during my teacher credentialing program a professor explained why it is so important for teachers to read regularly.  Teachers are exposed to student work which is not high level and has errors.  By no fault of the child they are learning, but student work cannot be the only material we are reading.  We also read the same book year after year.  Our minds can become stagnant. I notice this happening when my mind feels cloudy.  I cannot remember how to spell certain words or I am not as quick.  So part of my self-care plan  is going to be carving out at least 45 minutes each day to read.  My goal is to get through one book a week, and read all different types of books. It helps to build knowledge in different areas and become a well-rounded learner.   This way I not only feeding my brain but am also setting time aside for myself.

 Learn a New Skill

     Often times adult learning is forgotten about.  According to experts, learning a new skill strengthens the neuron pathways in our brain, and this causes our brain to become plastic, it has the ability to change.  So the more we learn the more plastic our brains become. Our brains will work a bit faster, and as we age keeping a quick mind is really important.  With that being said, we teachers have been graced with time to learn a new skill. For me, I will be working on teaching strategies.  I will be moving grade levels, and I’m so excited to learn new standards and curriculum.  After my kids go to bed I will be able to freshen up on Math skills that I haven't practiced in years, get familiar with Science standards, and read over American History.  I have been teaching single subject sixth grade Language Arts for the past six years, and a lot has changed in the curriculum.  I am eager for the change and learning how a different group of teachers work together.

Setting time aside to take care of ourselves is important because we mean so much too so many.  Teacher self-care will boost intelligence, release stress, and create a positive and healthy environment.

Final Word - Thank you!

I want (and need) to say, "Thank you."

This year is coming to a close in just a few short days.  You may know colleagues who are retiring, moving to another site, or leaving for personal reasons.  Some of us owe a huge debt of gratitude to these fellow colleagues - I am one of them.

It has been my privilege to work alongside a relatively new teacher for the past three years.  She came to our site with a couple of years of experience teaching in Los Angeles.  The first year she spent her time understanding the math curriculum and getting some exposure to Project Based Learning.  The second year she continued to extend her understanding of the math curriculum, making stronger connections with students, collaborating on common assessments, and she started to do a project for each unit of study throughout the year.  

Those first couple years she demonstrated a gift for being creative in designing documents, asking questions for how to improve student achievement, taking risks for trying new ideas so that students make connections with the curriculum, being open-minded, and most importantly willing to push her students to believe each and every one of them can be successful.  She wanted her students to be successful with the math content and at the same time successful with skills, they will need later on in life - like technology use and presentation skills (both verbally and visually).

During this third year, she pushed me to grow myself, without her ever realizing it.  She was coming up with new ideas of how to take our unit projects in new directions that would help students and she had this excitement about her that made me want to contribute with what I could.  Her creativity and ability to tap into students' interests is what pushed me this year further than I imagined.

I have started to ask myself, "What more can I do for my students that will have a lasting effect?"

So, to my fellow Math 8 teacher across the way in Room 37 - Ms. Keeton - thank you for enriching my life in just these three short years.  I can not say thank you enough!  There is so much more to acknowledge but I hope you realize that everything left unsaid is actually said inside of me.

I wish you only the very best in your next adventures knowing full well that anyone who takes the time to get to know you will be changed forever - you deserve only the best.

PRIDE and Growth Mindset - two areas I will continue to pursue with my students.


To everyone else, thank you for letting me express my gratitude to a fellow teacher who has impacted my teaching,

Enjoy your summer break to its fullest - and I look forward to next year and what it will bring,

Still teaching and loving it,

       Kevin Stott                             

Breaking Up Is Hard To Do

Breaking Up Is Hard To Do

As the end of May quickly approaches, I once again get ready to say goodbye to my kiddos and send them off to middle school. This here is a bittersweet experience for most sixth grade teachers housed at the elementary setting. You see, I have been fortunate enough, in my 13 years of teaching, to have taught every grade from kindergarten to sixth, and can honestly share that the send-off at the end of the year weighs much heavily on my heart with my sixth graders than any other. Perhaps it is because I know, in my heart, that my kindergarten students will roam the halls next year alongside me as they enter first grade. That my third graders will still run and give me the tightest of hugs as fourth graders, and that my fifth graders will be here to "rule the school" as they mature into their sixth-grade roles. But with sixth graders... well... the departure feels different. 

Photo by Jan Tinneberg on Unsplash

Their Departure
When anyone ever comments that teaching is easy, I  respectfully disagree. Being a teacher is not a nine-five job that you can clock-out of and check-out at the chime of a bell. No, teaching is about putting your heart and soul into shaping and educating the minds of our young scholars; more importantly, it is about shaping the child as a whole. That is, mind, body, and spirit. With that, you cannot help but fall in love with the children, all the while knowing that in ten short months you will have to see them depart, and sometimes they don't come back. 

My goal as a teacher is to prepare my students for what lies ahead. I educate, I nurture, I try my best to remind them of how special they are and what true potential lies within them. Then, I release and hope that I have given them the tools necessary to be successful in the real world. I pray that they will find success in all their endeavors and that perhaps in their journey, they find a bit of time to return to their faithful sixth-grade teacher and share all that they have accomplished and discovered. 

"How Lucky I am to have something that makes saying Goodbye so hard." - Winnie the Pooh 

Make It Easier 

So how does one make it easier to say goodbye? Here are a few tips to aid with their departure:

1.  Spend the year enjoying each day to the fullest with your students. You have the privilege of helping to shape this generation of scholars, so teach them about kindness, and empathy, and remind them about how important they are in your world.  

2. Create a loving culture in your classroom. Each child's school experience should be one that they treasure in their hearts. Help create an environment that feels like a second home to them. A place where they feel safe and free to make mistakes, learn, and continue their journey alongside their peers. 

3. Nurture bonds that will last a lifetime. Get to know their parents, and siblings (if they attend the school) and see how quickly your students will value how you took the time to create a more significant relationship with people who are important to them as well. 

With that, I sign-off for the summer and hope that when I return in the fall, it will be with a fresh mind, open heart, and ready to fall in love with the newest addition to the Milian Memory Book. For we were never "Breaking Up," we were simply saying, "Farewell. Until we meet again."  

Forever your sixth-grade teacher, 

Yvonne Milian

Come One, Come All!

Come One, Come All! It's Open House Season

So, it pretty much goes a little like this: First, I stress about opening up the year with my new batch of students. Next, I worry about testing and making sure I covered ALL of the standards necessary to ensure my student's success on the state test... then, just when I think my stress level has maxed out... Open House comes skipping around the corner and reminds me that it is GAME TIME! Yes, this is when my anxiety level peaks.

It's Just One Day

Look, I completely understand the argument that many will make. It's only one day?... Why stress over a one-hour showcase? But, truth be told, this one day out of the year is truly important to both my students and me. We work really hard all year to master our goal standards. So, on this one day, we get to, in essence, "show-off" all the goals we have met in the most creative way possible. I like to see it as the Met Gala of the year and everyone comes wearing (showcasing) their very best. 

"Put your heart, mind, and soul into even your smallest acts. This is the secret of success." - Swami Sivananda  

Put YOUR Best Foot Forward

Here are some tips on how to ensure your students (and you) are successful and showcase their very best on this one night:

1. Be Creative: There are so many standards-based projects out there that are fun to do and full of opportunities for our students to be creative. Search the web for these resources, and you are sure to find something that fits your timeline and budget. An excellent resource for projects is a website like Teachers Pay Teachers,  that allow you to filter classroom goodies by grade, subject, and even budget. 

2. Plan Ahead: Start planning your projects throughout the year- not right before Open House (I am completely guilty of that.) If you get a bit done as you complete a unit of study, you will have plenty to showcase for our parents at the end of the year.

3. Only the Best: Accept only the best that each student can give you and nothing less. This may not look the same for every student, but you know your students better than anyone else, and you can see when they have put forth their best effort. Show them the following video, Austin's Butterfly- Building Excellence in Student's Work, and perhaps it will motivate them and remind them of the true potential that lies within every one of them.

And now, as I part ways with you (our readers), I give you some photos of our 2019 Open House Exhibit. Feel free to leave all the lovely comments you wish for our kiddos to read and enjoy, as we celebrate their hard work.

Putting her best foot forward, 

Yvonne Milian 

Aztec Civilization Report

Ancient Civilization Biography

 Earth's Biomes

 Novel/Film Critique 

 Personal Narrative 

 Poetry

 Ancient Civilization Report Card 

 Ancient Civilization 3-D Model (Scarab Beetle- Ancient Egypt)

 Math- Fish Tanks Volume/ Surface Area

 

Attention-Getters and Cheers!

Attention- Getters

Are you looking to add some new attention-getters to your current library?  Attention-getters are a fun and efficient way of getting your students' attention quickly and without having to yell over them (as we all know how effective that is right?).  Attention-gettters are an important component to any successful classroom management system.  They are a MUST HAVE to help your day run smoothly, and the kids love them! I have put together some of my current favorite attention-getters that I use with the students in my 4th grade class.  See a brief description and video clips of each one below:

Teacher Says…	Students Respond…
Hocus Pocus…	…Everybody focus
Here ye here ye…	… All eyes on the queen
Hands on top…	…Everybody stop (while putting hands on top of head)
If you can hear me put a bubble in your mouth…	…students pretend to have a giant bubble in their mouth
Can I get a…	…whoop whoop
Ready to rock?...	…Ready to roll
Class class…	…yes yes
Chop chop…	…Lollipop
Jazz hands…	Students shake their hands in a “jazz hands” fashion

Classroom Cheers!

Classroom cheers are a great way to celebrate student successes both big and small!  Kids absolutely love the cheers and thus are encouraged to constantly cheer on their classmates.  My students are always looking for their classmates successes and are excited to celebrate them.  Classroom cheers can also aide in classroom management as students are highly engaged and looking to both earn and give those cheers to their classmates.  It's a great way to encourage your students and help boost their self-esteem throughout the day.  The cheers are so simple and so fun to implement.  Here are some of my favorites that I am using with my 4th grade students this year:

Cheer Name	Student Actions…
WOW cheer	Make a “w” with each hand and put on each side of their mouth.  Open mouth to make an “o” shape.
Marshmallow Clap	Clap hands like there’s a big marshmallow between them.
Disco Cheer	Put left hand on hip, use right hand to point down to the left and then up to the right.  Repeat this action while saying “ah, ah, ah, ah, you did a great job, you did a great job.”
Truck Driver Cheer	Use hands to pretend to hold steering wheel, then use right hand to pretend to pull a semi-truck horn and say “honk honk.” Then put pretend walkie in front of mouth and say “Good job good buddy.”
Tiny Clap	Use pointer finger tips to clap.
Cheese Grater Cheer	Hold one stand still pretending to hold a cheese grater, and use the other hand to “grate” the block of cheese. While doing this students say “You’re great, great, great, great great!”
Big brrrr Cheer	Cross arms over the front of the body like you’re cold, while saying “brrrrr,” then throw both hands up in the air and say –“illiant!!”
Hip Hip Hooray Cheer	Put right hand on hip and say “hip,” put left hand on hip and say “hip,” then throw both hands up in the air and say “HOORAYYYY!”
Chili Pepper Cheer	Reach up and pretend to pick a chili pepper, bit into the pepper and say, “that’shot!” while fanning yourself with the other hand.
Lookin’ Good Cheer	Use pointer fingers to draw a mirror in the air, then say “looking good!” while girls fluff hair and boys pretend to slick theirs back.
Fantastic Cheer	Use pointer finger to twirl a circle and the air while saying “FAAAAAAAAAANTASTIC” and then point towards the person the cheer is for.

I sure hope this helps to add some new fun and engagement into your classroom as well!

Collaboratively Learning,

Megan Brown

megan.brown@omsd.net