Ret in OH - Hi
Ret in OH - Pat...are you a new candidate or have you completed the NBPTS process?
Ret in OH - Hi Shelly....are you a new candidate or have you completed the process?
Pat - I am a veteran and a banking candidate. I am currently at 274 waiting on my last point for EA/Gen. I logged on this discussion in case I could help with Entries 5 or 6.
Ret in OH - Oh Pat...that's my fear...missing it by 1 point. Could you have appealed that scoring?
Ret in OH - Welcome to our new candidates....do you have any specific questions tonight?
teechur - No one has completed the process for exceptional child in my county. There are 3 of us now out there on our own.
Ret in OH - Shelly and Teechur...are you both in Exceptional Needs?
Shelly - I attended a general NB workshop where it talked about how all twelve portfolios are formatted the same way. One of the common threads was a video entry of a "large group lesson". Does that apply to our EN portfolio?
Shelly - Yes, I'm EN.
teechur - Yes. Exceptional Needs/ Mild to Moderate
Pat - Long story. I did appeal the first time in '95 with 273. But NB only allows appeals on something they could have done differently like sending all of the material. That's why I'm a veteran candidate. NB was helpful, but I didn't have an appeal. I retook the entire process which had changed entirely to the current format. I missed by 9. I gained 8 last year. I feel good about my new Entry 5, but I'm trying not to get too excited.
Shelly - I'm Mild/Mod too
Ret in OH - Teechur...I was the ONLY candidate to attempt National Boards in my county last year. I was so thankful for our Online Support Group. I suggest that all Exceptional Needs candidates join the support group...http://www.egroups.com/subscribe/EXCEPTIONAL-N
Ret in OH - I completed the process in Exceptional Needs last year in Mild/Moderate. About the video entry...you can videotape a group or individual for EN
teechur - That sounds great. I'll pass on the information.
mimi - in n.c. the state pays for fee for the bds. if i fail the boards, do i have to pay it back?
Shelly - No, don't have to pay it back as long as you attempt the process.....i asked that too
Ret in OH - Good question Mimi...I would contact the office that paid the fee and ask them. Each state is different.
Pat - You do not have to pay NC back as long as you complete the process and teach another year in NC.
teechur - There are 3 teachers in our local group. All mild/moderate. We meet 2x each month.
Bon - Hi. Yes, I sent in my application about a month ago, I am feeling the need to get started
Shelly - I teach in Durham, NC.....where do you teach Mimi?
mimi - i teach in durham, n.c. also. what school
Shelly - I was told you don't have to PASS, just go through the process (according to the NC educ. assoc)
Ret in OH - Do all of you new candidates have your Box?
Pat - I know you don't have to pass, because I didn't and I didn't have to repay. NC also uses grant money to cover the first retake.
mimi - i teach e.m.d. at e.k. powe. what type class do you teach.?
Bon - Does anyone have any good suggestions on how to get started on entries 5 and/or 6?
Bon - I don't have the box
Shelly - I am a speech-language pathologist. Did you attend the NB workshop at the Staff Devt Center last Saturday?
teechur - I sent in my application 1 month ago. Does anyone know how long the turn around time on receiving the box.
Shelly - I don't have my box either
Ret in OH - Teechur...it depends on if payment is made directly or by another agency. Sometimes payment by another agency slows the process.
mimi - shelly: no i did not attend the wksp. we have 4 teachers at powe as out support group.
teechur - I have been working on 5 and 6 for a few weeks.
mimi - the turn around to receive the box is approx. one month
teechur - save everything!!
teechur - i am anxious
Shelly - If I don't have the box yet, is it too early to start writing about 5 and 6? I know about the three paragraphs (event, significance, impact on student learning) from the support groups but I dont' want to get too far into it before I get all the information (box)
Bon - I feel the same way, I don't want to write up a bunch of things that I will have to change after the box comes...
teechur - i am looking for some good info on "reflective" and analytical writing to brush up on
Ret in OH - For the Professional Development....start looking through your files for records of mentoring, teaching, courses, etc. that demonstrate that you are strengthening your knowledge and skills and helping others to do so also
Bon - Does anyone have suggestions on how to organize? Did you keep things in a notebook, one for each, or one big notebook, or file folders, or what???
teechur - i have been spending time collecting and organizing
Pat - I had a chance to work with an assessor for Entry 5 last year. She helped me as a friend since I helped her two years ago. She said that the key to Entry 5 is to show yourself as a continuous learner, an educational leader, and a collaborator. All of these areas should be tied to student learning. Emphasis should be on work above and beyond "normal" teacher committees.
Shelly - I have a lot of stuff "collected" about my professional development but am anxious to do something with it
mimi - i received my box about 3 wks. ago. i am working on my first video (communications). i hope to finish entry #2 by the end of sept.
teechur - mimi--congrat on being so far ahead of the game
Shelly - I have a portable box with hanging file folders in it for each entry....also a folder for verification forms, general information, etc.
mimi - get organized. i bought a portable file folder at office max. filled it up with dividers and manilla folders and i'm ready now!
Betty - Shelly, Before you start writing the entry you need to think through what you have done in the last few years which will demonstrate your committment professional dev. Remember you will need to choose the best activities and accomplishments
Ret in OH - I bought 6 (1 inch) 3-ring notebooks...one for each entry. I put a copy of the standards for the entry along with the directions in the notebook. By breaking it into smaller pieces...it didn't seem so overwhelming
mimi - for prof. development go through your schools old SACS files. it should contain flyers and info that you can copy as artifacts.\
mimi - for prof. development go through your schools old SACS files. it should contain flyers and info that you can copy as artifacts
Bon - How many standards are there for each entry?
Betty - For organization, do what works for you. I set up a portable file box too but ended up using manilla file folders which I carried with me everywhere to insure their safety.
Ret in OH - Entry 5 and 6 only have 1 standard. The others average about 8.
mimi - bon: there are approx. 5-6 standards for ea. entry.
Cindy - Hi! Ret, I'm here to mentor if I can, waiting for scores, I'm the psychic, remember? lol
Bon - I have the video permission from someone in my school, general ed. - is it the same for everyone so that I can copy it and send it home?
Shelly - can you tell me what the 1 standard is for entries 5-6 (I don't have my box and that might help me start writing about the stuff I've collected)
Pat - Once you have your box, focus on the standards booklet first. Make notes in your margins everytime you recognize something that you do. Focus on the standards from the booklet. The summaries at the beginning of the entries is not enough. Another friend who certified in a different area on the first try found that writing key phrases and terms on post-it notes that she pasted on the monitor helped her. I did not spend enough time in the standards booklet reading the full standards the first time. That's why I'm banking. After you start writing, go back and reread the standards that apply to that entry, then back to the entry. It really helps.
Ret in OH - Yea Cindy! Glad you're here! Now I'll have to watch what I say! :o)
Pat - The permission form is the same across all areas.
Ret in OH - Bon...the permission slips are the same and you don't send them in...just change the school year on the bottom of the page
Cindy - You don't turn in permission to video, you keep them for your records. You should be okay with a copy from general ed.
Margaret - I, too, used the 6 notebooks with the applicab;e standards included. I also highlighted the standards. I also included a copy of the directions for that entry.
mimi - video permission forms are the same for all
Cindy - I made the mistake of writing entries first, and then adding standards in as they applied. Believe me, that's the hard way. Have your standards in hand while planning & writing.
teechur - Our school sends out a media release and it has a permision to video on it. Will that work since I haven't received a box yet?
Betty - Before I ever received my box last year I spent long hours studying the standards and developing personal worksheet on which I listed the important concepts and phrases in each standard along with how I was carrying out this standard in my school.
Shelly - mimi: can you send my a copy of the permission form (at Oak Grove)....if you already have your box?
Ret in OH - Shelly....Entry #5 is Standard #14 and Entry #6 is Standard #12 (unless they have changed)
Cindy - I would make sure the permission to video explains that you are using the information for NBPTS
Pat - I agree with Cindy, I would get an NBPTS form.
Shelly - Thanks Ret.
Shelly - how do you study the standards if you don't have your box?
Ret in OH - Teechur....get a copy of the NBPTS permission form as it is worded the way they want it.
Betty - Good question Shelly. I ordered an extra copy of the standards book from NBPTS for about $18 so that I could get started
mimi - shelly: i'll put video permission form in interoffice mail on mon. i'll address is shelly, sp/lang.
Cindy - Shelly- the abbreviated standards lists on our egroups website may be helpful to you.
teechur - I have a copy from last year. A "regular" ed candidate gave me one. Is it the same?
mimi - iep facilitators in durham
Shelly - Thanks Betty and Cindy. I do have the EN standards from the pilot program the year before last.....but I'm afraid things may have changed.
Shelly - Thanks Mimi......I'll feel better if I can get those forms out.
Cindy - They are the same standards, shelly.... I did the pilot program too.
Ret in OH - Shelly, if you are a member of the Exceptional Needs Support Group...we have a short version of the standards in our message archives. Go to: http://www.egroups.com/messages/EXCEPTIONAL-NEEDS Then go to Message #6535
Pat - For Prof. Community - Entry 5, collaboration is important. Think about how you work with other teachers at your schools to help your students and theirs succeed. Your evidence of that activity could be a letter from the teacher you collaborate with explaining how your input or work with him/her helped the students in their class to learn. The benefit does not have to be limited to only students you share. In fact it is stronger if other students benefit as well
Shelly - Great Cindy......I'm going to get started then!
mimi - what % of candidates pass the bds?
Pat - All of the permission forms that I have seen across several areas have been the same. I assume you mean EA/Gen, EC/Gen, or MC/Gen when you say regular ed.
Shelly - Pat, I am a member of the egroup so I'll check out the "short version"
Shelly - Mimi, are the 4 candidates at your school all EC teachers?
Ret in OH - New Candidates....do you have any other questions regarding the NBPTS process?
mimi - im the only ec candidate, the others are gen. ed and reading recovery
teechur - Any suggestions for entry 6?
mimi - ret: how many hours did you put into the process? how frightening was the assessment ctr.?
Ret in OH - Mimi...I lost track of the total hours. I completed it mostly on weekends, spring break, and lots of late nights toward the end. The Assessment Center was a little nerveracking because you up against the clock.
Shelly - My plan is to work mostly on weekends with NB stuff and NOT during the week.....are you saying that's possible, ret?
mimi - ideas for entry #6: tutors. we use university students as tutors.
Shelly - mimi, do you have your box?
Ret in OH - Shelly....yes it's possible if you work steadily. I couldn't work during the week because it kept me awake at night...thinking about ideas or what I should or shouldn't have written.
Cindy - Entry 6: established 2-way dialog w/ parents, like homework notebooks with questions responses to/from parents, intense parental support to or from the parents, connecting parents with outside agencies, working w/ a parent to achieve certain goals for a student..... want more?
Shelly - Ret, I know what you mean....it's already keeping me awake at night but I think it "fear of the unknown" and "guesswork" since I don't have my box
Pat - For Entry 6 - Family and Community, the communication log is important. I used the one from NB, but I added lines so I got more on each page. I documented every contact I made. Then I numbered the ones that I mentioned in my description so that I could refer to them. Show many, varied kinds of contact for different reasons.
teechur - Cindy-thanks that lets me know I'm on the right track.
mimi - shelly: yes, i have "the infamous box"
Cindy - Shelly.... I stopped counting at 200 hrs. Don't worry about the assessment center yet.... there will be a time for that.
Betty - Shelly, I worked mostly on weekends but spent many hours during Christmas and spring break working on it. Each person I know who did it last year did things differently but I needed to be fresh to really do my best writing so I spent many Sat. and Sundays writing.
Bon - So, you explain what exactly you did and how it impacted students???
Ret in OH - New candidates...have you started your Communication Log? You don't need to use the NBPTS form...just make sure it has the Date, Who you contacted, How you Contacted them and the Outcome of your Contact
Bon - Does anyone out there have to do consultation logs? I feel like these are so redundant with any other logs since we log all teacher contact and parent contact. Could I use those even though it is a county format? (I do it all on the computer, it takes at least 30 min./day)
Cindy - Bon- yes! You've got the entire 5&6 pegged.... tell what you did and how it impacted student learning..... 1 more important component.... Why is what you did significant? What makes it above and beyond your job description?
Pat - One hint that the assessor friend gave me was to use your evidence pages to extend your description page limit. I used letters from parents, copies of agenda pages with two-way notes, and letters from community contacts who I worked with for the students benefit.
Shelly - I have my contact log started....but instead of "outcome" I have two columns: one for "what the contact was in regards to" and one for "necessary follow-up"
Shelly - Pat: what do you mean by "extending the description page limit"?
Ret in OH - Shelly...just make sure that you note the outcome of your communication somewhere (perhaps in follow up?)
Pat - Ret in OH and Cindy, Good advice. Remember to leave last names off. That way you don't end up trying to white out the world.
Cindy - On accomplishments- It helped me to organize each accomplishment into 3 paragraphs... 1/ what I did 2/ why it was significant 3/how student learning was impacted...... When I re-read, anything that lingered off topic for that paragraph, I deleted. It is VERY important to be clear and concise.... leave out the frills.
Shelly - what are some examples of outcome? like "proceed with services", "schedule meeting", etc?
Ret in OH - Shelly...outcomes of discussions with parents, etc....what will happen different? follow up...etc.
Cindy - Outcomes: Parent will discuss issue at home with child, teacher agrees to try a new method of reward/consequences, we will both follow-up on homework completion, etc.
Pat - The portfolios that I have seen generally have page limits on your writing and on evidence. You may not have room to say more about an activity that you write about, but if you have a colleague or a parent writing a letter verifying your description, they can write in the letter information about what you did on their page.
teechur - I have a question about evidence.
mimi - ret: each entry requires 10-12 pgs. will i find it difficult to reach the 10-12 page requirement?
Pat - What do you need to know, teechur?
teechur - everything have to be an original? When are copies allowed?
Ret in OH - Actually Mimi, I had difficulty fitting everything within their page limits...I had to cut alot out and used the smallest font I could
Cindy - Copies ok, except the parent communication log had to be the original last year.
Shelly - can the parent communication log be on the computer?
Ret in OH - Also...Verification forms must be originals
Bon - How do you decide what to do first?
mimi - ret: thanks
Ret in OH - Shelly....yes
mimi - bon: i decided to do the video first. it seemed the least overwhelming thing to start with!
SusanR - Does anyone with experience have any advice about entry 4? I never hear any discussion about that one!
Ret in OH - I started on Entries 5 and 6. Then I switched to the video entries...they were the easiest for me. Entry 4 was the most difficult for me.
Bon - Do the videos go along with the other entries or are they just entries in and by themselves???
mimi - yes,entry 4 is a tough one. i have no ideas how to approach that one as of yet.
Bon - What is entry 4?
Ret in OH - Entry 2 is a video entry dealing with literacy/communication. Entry 3 is a video entry dealing with Social Development
Shelly - which one is entry 4? (for those of us without the box!)
Ret in OH - Entry 4 is Investigating Student Learning....you form 2 questions about a student that challenges your teaching practice. Then you set out to investigate how to answer the questions (which you may not be able to do).
Bon - So, is the entire entry based on the video, or is the video just a small part of it?
mimi - entry 4 is investigating student learning. it is a confusing one for me. any ideas out there?
SusanR - Yes, it's me, and I just asked about #4 as you were saying it was last/ hardest.
Shelly - Thanks Ret
Pat M - I used originals as much as possible for all entries. I think I did use copies of the student's agends. By the way, I found it easier to "black" out with pencil scribbles under black marker than "whiting" out.
Ret in OH - For the video entries, you write background info about the student (goals, characteristics, etc.) and then you videotape your instruction in the area of social development / literacy or communication and analyze the video
Cindy - Entry 4: I chose a student who is "low" EMD, who was not making progress on IEP goals, and who was perfectly happy to float along. My questions pertained to 1/ How can I motivate him to want to learn? 2/ How I modify my instructional methods to improve his performance
mimi - ret: are there 2 ques. in entry four. i figured it was just one ques.
Ret in OH - For entry 4, I chose a student who was "identified" as mild mental retardation (DH) but was not making typical gains for DH children. My question was to determine if the child had Asperger's Syndrome instead and if so, what were appropriate educational m
Ret in OH - You have to formulate 2 questions in Entry 4....but you really only need to address 1 of them in your commentary
Ret in OH - ....appropriate educational methods for instruction....and then to test them
SusanR - I have decided on a student I have had for one year already. I never made any progress with him last year. I had already decided to make a special effort to get something out of him, or find out why not- even before I applied for NB.
Shelly - this may be a dumb question, but with regard to removing names......just the kids names or all (like if I had a phonics group with another teacher and we wrote up a parent permission letter and both signed it.....would I have to white out HER last name too?)
mimi - cindy: what a great idea. thanks. i think this ordeal is a doable one.
Ret in OH - The emphasis on Entry 4 is to demonstrate your "struggle" to discover the answers to your question.
Cindy - Ret- I addressed both..... The instructions last year say, "What instruction did you design in your efforts to address your questions." The plural indicates addressing both, but they did tend to blend together.
Ret in OH - Cindy...I also addressed both. However, I was very disappointed that they limited our artifacts...I could have included more to support my commentary
Cindy - ret-agreed
Betty - Entry 4 was difficult I felt mainly because you have to develop your own questions. I don't really know if I handled it well but I also chose a very low emd student who was not making progress in reading or math. I wanted to investigate different strategies or methods to try to improve his performance. I must say I tried everything I knew and a few things that I just created for him. Anyway, I spent several months doing this so I did this early to allow more time to investigate
mimi - ret: great info. tx
Ret in OH - Shelly...technically...there are to be no last names. However, if it is public record...you can leave it in.
Shelly - by
Shelly - "public record" meaning.......?
Cindy - Public Record- not confidential Exceptional Children's files, available to anyone in the school
Betty - I too felt that the artifact limits were frustrating. We did so much more than I could include.
Shelly - did all of your methods "work" for entry 4 or is that part of the discovery......and if you weren't successful what did you write about?
Ret in OH - If it is public knowledge...the information has been sent to others...such as teacher's names. You really only need to be very careful on Entries #1-4...to protect the children's names and locations.
Ret in OH - No...all of my methods did not work and that's part of your commentary...then you try something else. You may not even be able to fully answer your questions....but the emphasis is on the Investigative part.
Shelly - My parent communication log has parent names AND children ...... should all last names be removed?
Cindy - This sounds dumb-but remember in your accomplisments not to white out your own last name. unfortunately after I mailed mine in, I realized that I had done that on a few of my documentation sheets. I got carried away with the white-out. I hope it didn't cost me big
Betty - Most of my efforts were not successful but that is part of the investigation, you try something see how it works then reflect on how you can do it better.
SusanR - The entry this year is Istudent profile, IIefforts to design instruction, IIIoverall reflection - 10 pgs
Ret in OH - Investigate and Analyze
Shelly - CIndy....I'm glad you said that! I would probably have done that!
SusanR - 6 pgs for 3 supporting artifacts
Ret in OH - SusanR...Entry 4 sounds like it stayed the same as last year
teechur - Thanks to everyone for the information. I'm off to work on entries 5 & 6.
Ret in OH - Also on Professional Development...don't white out locations, names of colleges etc....it's part of the evidence
Cindy - Good luck & God Bless teechur
Ret in OH - Good night teechur
Ret in OH - Shelly...I would remove last names on the Communication Log
Cindy - agreed-no last names on the log
SusanR - so, just proceed as usual and write about it- sounds a lot easier than meets the eye...
Ret in OH - Getting past "Writer's Block" is the most difficult thing.
Cindy - Yes- you probably already use the standards in your teaching, it's all a matter of putting it into the NBPTS lingo
Shelly - I think I'm going to head out too, but not to work on NB stuff (smile!). You guys are WONDERFUL and please know how much we appreciate you all! :)
Ret in OH - Cindy....have you heard any specific dates of when we will hear our results?
SusanR - for some reason, I never get writer's block- I need it sometimes to shut up
Ret in OH - Good night Shelly
Cindy - Also- clarity is important. In your responses, just answer the questions clearly and concisely.
Ret in OH - SusanR...if you don't get Writer's Block...you're all set.
Cindy - I haven't heard anything.
Cindy - Susan-are you a creative or scientific writer?
SusanR - how should I know? I just do it!
Ret in OH - SusanR....I know you can tell about me....but are you a detail person? If so...you're probably a Scientific Writer
SusanR - it really depends on the purpose of what I am writing...
Cindy - Susan-my reason for asking is this.... A creative writer likes to make the paper flow, use pretty words, indent every time the topic changes. You need to write more scientifically for this. It's much more important for the assessor to know which question you are answering than it is for your paper to flow.
SusanR - Thanks, I need to know that stuff. I can't believe I haven't heard any talk about entry 4. I will be scientific.
Ret in OH - I've only heard of a couple of people who really liked Entry 4...I think most people steer clear of it as it's not very "concrete"
Cindy - I didn't touch Entry 4 until I was finished with all the other entries. It was more vague so I put it off longer.
SusanR - I am scientific when reporting analysis of assessments,interpreting data, etc
Ret in OH - Same for me Cindy
Cindy - Ret- I think we are very similar---- except I probably say "no" more often than you. :)lol
Ret in OH - It concerns me a bit....they say that you do your worst on the Entry you do last!
SusanR - Some people are going to regret that if it prevents them from thoroughly seeking answers to ???
Cindy - Susan- Go with the analysis method of writing. It will serve you well.
Ret in OH - What do you mean Cindy? Say "no"
Ret in OH - Hi Sara
SusanR - Who is they? Loretta - if you don't certify, I will be amazed.
Cindy - I don't do alot of extra staff-development, duties because I have 3 small children at home and I put them first. I'll probably do more when they are older & I need another "mission"
SusanR - Cindy, thanks for your input. People say I could write a 5000 word disertation about a concrete block wall. I just want to do it right the first time.
Ret in OH - I understand Cindy...I'm getting better at saying "no"
Ret in OH - Jenny....where have you been! We were swamped!
Cindy - Susan- I agree, Loretta should be a shoe-in.... however some of the best take 2 yrs. and some of the worst certify 1st time, There are no givens. You just do your best and consider this a 2 yr process. That way you won't be disappointed either way
SusanR - Same here, Cindy- I have 3 children, too. I am considered a 3 yr candidate- that is what I have told everyone it takes... they don't know...
Ret in OH - I always tell people that if you feel that you incorporate the standards in your teaching practice....then you just need to write in such a way that NBPTS will know it
SusanR - Jenny! you have made it thru the 1st week- what year is this- of exp?
Cindy - My aide, is retiring in 2 yrs. I'm already dreading it. She's top notch
Ret in OH - I may be ready for retirement after this year....2 student teachers, 1 half time volunteer, 6 college students to mentor, 2 new LD tutors to mentor, and I received a letter from our college today that if I certify...they want me to mentor NBPTS candidates
SusanR - Maybe the new Millennio will be a good one for positive changes. You know me.
Cindy - I'm awaiting scores. I've only chatted one other time. I'm here to mentor as best I can
Ret in OH - Ok..refresh my memory....what positions are you in that you are blessed with an Aide?
Cindy - Ret- again, the word is NO! You're getting better?
Cindy - I'm in a K-5 Self-Contained/Separate Intense Cross Categorical Classroom (hows that for a name? ) I couldn't live without my aid
Ret in OH - I really need to learn to say "no" more often...I kind of "blew up" today. One of the new LD tutors I'm mentoring wants every spare minute of my planning time to help her
Jenny in Los Angeles - I have learned no this year. I 'resigned' as the compliance officer - losing a take-home pay of 389 per semester. There is a new AP position for $62,000 = to do this work but they won't let RST's take the positin till AP's are found and they can't find them fast enough.
Ret in OH - Cindy...Intense...does that mean Severe/Multiple?
Cindy - Ever taken Steven Covey training? You have t o take time to sharpen the saw if you want it to stay sharp.
Jenny in Los Angeles - I did flunecy development for #4.
Ret in OH - Jenny...what's AP? Assistant Principal?
Jenny in Los Angeles - Yes. Ass't Principal
Cindy - Intense---meaning not able to succeed in the general education classroom even with resource help. The group I have now is a mixture of mild/mod mental handicaps, Behavioral/Emotional Handicaps & severe LD cases
Ret in OH - Jenny...are you interested in being an Assistant Principal?
Jenny in Los Angeles - The job is soooo overwhelming there isn't time to teach! My aide has been trained well, but he's gone now and I refuse to start over teacher someone else, as it is just a full-time job!
Jenny in Los Angeles - My principal wanted me to take the coursework last year instead of NBC, but I told him my interest was in child progress not police work. (Not in those exact words...)
Ret in OH - I haven't had an aide since I taught Severe/Multiple 10 years ago. I could sure use one. I teach 4th/5th Mild/Moderate. 18 IEPS and 10 "regular kids" (if not more)...I'm really overwhelmed this year....one more reason I'm hoping to certify the first ti
Ret in OH - My Principal asked me to get my Principal certification...but I'm not interested in that.
Jenny in Los Angeles - Sorry if I sound nasty. But even after resigning, I spent about 1/4 of my time this week on other people's business (compliance) instead of getting RSP ready. Its just not right, and I'm such a 'team player at heart' that it hurts me to feel this way.
Ret in OH - Hey..did Susan leave?
SusanR - That job with little ones would kill me. With the big ones, I know I am their last chance, and anything they get will be great. But, you are really paving the way for all their school years at that age. Awesome! You have my utmost respect.
Jenny in Los Angeles - Ret - I agree. Even tho this AP position is totally for Special Ed compliance - well 3/4 for that anyway...
Cindy - I'm not administrative material==== The little ones are easy to love. For some of them, I am their only stable role model. It's an honor.
Ret in OH - I understand Jenny. I also thought that we were supposed to have LESS paperwork now with the new rules and regs...but they keep piling on the paper work.
Jenny in Los Angeles - Susan, that's what is so neat about the first and second grades. Also that's what's neat about the full ESpecial Day Class in SpEd - ypo really can have an impact when you have them the whole day. With RSP, that impact is decidedly lessened, I find...
Cindy - We have new forms, I haven't seen them yet, but understand that there are more fill in the blanks and less boxes to check which will also take more time. When my parents come in they have to sign so many forms, they think they are buying a house or something!
Cindy - My students do mainstream out as much as they can handle, but it seems the Spec. Ed. class is always their safety zone.
Jenny in Los Angeles - Our new IEP forms are so complete that it will be easier to be in compliance. But LA is responding to a lawsuit and much of the paperwork is just satisfying the lawyers, unfortunately.
Ret in OH - This year, I'm doing a mixture of tutoring and inclusion
Jenny in Los Angeles - Ret - you are elementary, no?
Ret in OH - 4th / 5th
Cindy - Wouldn't it be great if all the teachers would comply with regulations so that we wouldn't have to spend so much time proving that we actually do what we are supposed to?
Ret in OH - Cindy and Susan...you are both on the East coast...yes?
Jenny in Los Angeles - We just started Open Court at our school, and no one seems to know how RSP can ;fit' with it. Anyone have any experience there?
Cindy - Yes, NC
Jenny in Los Angeles - Yes, Cindy that would be great!
SusanR - You all are a great help to me, even though we have different levels, and I do not teach reading. (per se) My kids are EMD, 13-21. Plus, I am case manager for referrals of all kinds at my school. yes, Sc
Cindy - What is RSP?
Ret in OH - Cindy...you and I definitely think alike...I've been saying that for years! It's too bad we have to have all the paperwork and legalities....what we need are conscientious, dedicated teachers that do what's best for kids!
Jenny in Los Angeles - See - that's what I love, the case manager idea. That is the part of 'other responsibilities' I love - dealing with the new parents and helping them get their services.
Cindy - Susan-for accomplishements with families- you should include your work in transitioning students into the real world, jobs, etc.
Ret in OH - I've heard of Open Court...but no experience with it
Jenny in Los Angeles - RSP is Resource Specialist Program. What is it called where you are?
SusanR - As case manager, I am often galled at the lack of compliance- out of ignorance at times- of those in admin and guidance positions.
Cindy - Just Resource
Jenny in Los Angeles - Did you all hear of the court that requred the parents to put the child on Ritalin??
Cindy - OK-now what is open court?
Betty - Jenny we use Open Court at our school in combination with the 4 block model . The Resource teacher at our school is a real pro she does a combination of pull-out and inclusion and uses Reading Mastery for pull-out.
Ret in OH - Jenny..I was very surprised by the court's decision.
SusanR - Cindy- you bet, that is what I do best- all day long. My class is named Transition Skills and that is what it is. I have a TON of notebook contacts, since that is the key to my success, even before NB.
Jenny in Los Angeles - One last thing. Open Court is a reading series that requires 3 hours of the day. Very complete. More another time. Bye!
Jenny in Los Angeles - Pretty revolutionary decision, eh Ret? Now, really bye... (could this be why I never get out of school on time....Always something more) :o)
Cindy - Me too- although there are students that I believe need meds, ADHD is not a life-threatening illness, I don't think it's the courts place to make that decision.
Ret in OH - Hi Betty...can you fill us in on Open Court...Jenny's leaving us "up in the air". :o)
SusanR - Do you have 504 plans and/ or OHI placements for ADD/ ADHD at your school?
Cindy - Off topic- out of curiosity- REt, Do you have a dog?
Betty - Open Court has been really successful with our students. We serve a diverse population. I don't use it in my classroom of emd students since it moves way too fast for my students.
Ret in OH - Cindy...why do you ask??? yes...2...I will always have dogs :o)
Cindy - Yes- 504 and / or OHI placement is possible if it significantly interferes with student learning.
Ret in OH - We have started putting ADD/ADHD children on IEPS for OHI. Our district won't really "let" us use the 504 as they feel it is a stronger "lawsuit" possibility ...since it's civil rights
Cindy - What kind? Because our comments are so similar I thought we may have the same kind of dog! LOL Mine is a chocolate lab
Ret in OH - Cindy....1 Border Collie and 1 Black Lab (yikes!)
SusanR - I know that, but nobody else seems to. I have heard some districts are bombarded with cases.
SusanR - Goodness! How time flies! I am off to bed, too.
Ret in OH - Good night Betty
SusanR - Goodnight moon
Ret in OH - Good night Susan...talk to ya soon
SusanR - Thanks again!
Ret in OH - You're welcome! Signing off! ZZzzzzzz
