Jan - Hi! Is this the EN chat for NBCs?
Manx - Hi Jan, What area are you working on
Jan - I'm working on a little bit of everything right now.
Jan - I have drafts for 5 and 6. I have also started 1 and 2. How about you?
Manx - I was lucky enough to get my Nb this nov
Manx - any problems
Jan - Oh, Congratulations!! Maybe you could offer some advice .
Manx - Do you presently have a mentor working with you?
Manx - What grades do you teach and what exceptionalities?
Jan - Yes. I go to monthly workshops at a local university, but there are no EN mentors right now in my area.
Manx - Where are you from?
Jan - I teach high school m/m, all subjects. How about you?
Jan - Ohio
Manx - I teach 7th and 8th grade, All exceptionalities, all subjects
Jan - Where are you from. All exceptionalities?
Manx - Albuquerque. It's concidered a "cross-categorical" so I have Learn. dis. Beh. dis, Comm dis, Emot. Dis. you name it
Jan - I taught multihandicapped for 3 years.
Jan - Which path did you choose for the AC?
Manx - How is Entry 5 and 6 going?
Manx - I went mild/moderate
Jan - Hi Sal! 5 and 6 are ok. My mentor said I need to provide more specific evidence of student learning.
Jan - I'm not sure how much is enough. And how to cite it.
Manx - Definitely. Always remember (Entry 5) that you are the learner and teacher. And make sure everything relates back to the students
Manx - I often gave examples. Use student stories and validate with parent and/or teacher confirmations
Jan - Many of my accomplishments affected students throughout my county. I understand how my students were affected too, but...
Sal - Hi, everyone! Manx: I also teach 7th and 8th mild/moderate. I have ideas for entries 1-4, but would love to know the situations you used for these entries.
Jan - I feel that I'm really pulling for specific evidence.
Manx - I don't have my portfolio in front of me. What was 1 and 4 again? Assessment and what?
Jan - 4-the question
Sal - 1: assessment 2: literacy 3: communication 4: question
Jan - Sal, I'm using writing for 1. Not sure yet for 4.
Manx - Assessment I used simple math that I was teaching. I used a multi-sensory approach to teach multiplication tables
Manx - I continued to assess and revise my teaching based on the students' progress
Manx - Entry 4: I used a multi-sensory approach to teaching vocabulary. Music and lyrics
Jan - Did you use both formal and informal measures?
Manx - Yes. I explained my informal and used the formal for artifacts
Jan - Sal, what ideas did you have?
Manx - formal I define as written, informal I define as observed and heard
Sal - I will probably use writing for entry1; one-on-one phonemic awareness for entry 2...
Sal - maybe interviewing skills for entry 3...
Manx - Phonemic awareness is great. I think you will be able to support that with lots of data
Manx - Interviewing skills also a great idea. You can tie that in with advocating for the student
Jan - Sal, what specifically will you assess with the writing for entry 1?
Sal - My student for entry 2 is very btight in math.. makes some of the highest scores in her regular math class, but can't blend sounds.
Sal - For writing assessment, I will use a rubric based on our state standards.
Manx - Make sure you also relate it to the students IEP
Sal - Thanks, Manx. That's a definite!
Jan - Manx, there's just so much to remember...
Sal - Manx, do you remember how you stated your question for entry 4?
Manx - I know, I almost went crazy! It is all worth it though. I feel I have become a much better teacher through the process
Manx - Give me a minute-I'll go find it
Jan - I already see the difference in my own teaching, and I know i've just begun!
Jan - Sal, where are you from?
Sal - Same for me, Jan.
Sal - SC
Jan - How's the weather out there?
Manx - I had to come up with 2 questions, do you only have 1? Weather is beautiful!
Jan - It's absolutely freezing here. As a matter of fact, my fingers are so cold I can barely type!
Sal - Very cold, especially for the south!
Sal - We have 1 question.
Manx - Here are the 2 questions I came up with. 1. How can I develop visual patterning experiences for students' name to better understand the written language? and...
Jan - I was thinking of featuring a student with visual processing difficulties.
Manx - 2. How can I make written vocabulary meaningful, throughout curriculum areas, using a multisensory approach engaging students strenths regarding auditory comprehension using rhythm and movement?
Manx - Whew
Jan - Wow! What types of things did you try with your student?
Sal - That sounds really involved. I'll bet you were able to get some great data.
Manx - I taught the student (8th grade, non reader) how to form letters with body, tongue, movement to help learn sounds
Sal - Did you use a particular program or just ideas that you came up with?
Manx - Lots of repeating and practice. Some of the ideas were from Orton-Gillingham, but others were just hit and miss
Jan - Does this student receive speech and ot services, and were you able to involve them?
Manx - The hit and miss is great. Some works and some not--great to write about. I was able to collaborate with the Sp. and Lang. teacher as well
Sal - How did your student progress?
Jan - This entry seems difficult to me because we must analyze several different methods and tasks. Much different than the other entries.
Jan - How many different types of methods or activities did you try with the student?
Manx - He was able to write a CVC word correctly using visual cues from me. Something he hadn't been able to do. But there was no GREAT progress--this is important to understand. Don't try to come up with a student or lesson that will do miracles. Do what you normally would
Manx - I probably used 5 different methods, 3 were effective
Jan - It seems that in many cases, this entry could go on and on and on...
Sal - Do you think that entry 4 should address a curriculum area or could it involve a motivational or concentration problem?
Manx - EXACTLY !!! You want to state that all learning is continuous!!! Something to build on and on. You are only showing a small window into your classroom. No beginning, no end
Manx - Either, however, a curriculum is easier to come up with hard data. It's hard to measure concentration or motivation
Jan - Good point! That really helps put this one into perspective!
Sal - I am thinking of using a student who is frequently off-task. I would like to try a self-monitoring technique.
Jan - If the student fills out a daily sheet, that could be your hard data.
Manx - Self-monitoring is a very strong learning technique. Once again it ties in with advocating for theirselves. Good data keeping also
Sal - However, I could focus on an academic weakness and use the self-monitoring as one technique.
Manx - Also remember...Work on POSITIVE behaviors, ie, instead of off task, work on ON TASK
Sal - Thanks, Manx, for the POSITIVE word. I will remember that.
Manx - I see the two weaknesses working together. Is off task a direct relation to poor academics?
Sal - I definitely think that being off-task so frequently affects his academics.
Manx - Perfect!! What a great question.....
Manx - Does Improving on task behavior also increase academic performance?
Sal - Thanks so much for you insight!
Manx - Start with a baseline before trying any interventions
Sal - I have a classroom assistant who could easily help in gathering data while I am teaching.
Jan - that is a great question! I wonder if I could incorporate some of this for my student with motivational problems.
Manx - Now you're talking collaboration too! Wow! I think you already have a great start!
Jan - i know it certainly impacts her academics.
Manx - Motivational problems: What specifically are you observing that you believe its a lack of motivation?
Jan - well, this student doesn't really put forth much effort in most tasks. We have tried just about everything.
Sal - What type of incentives do you use?
Manx - Does this student not complete work? not turn anything in? verbalize that it's useless?
Jan - well, she comes up to my room as an incentive. She also works in the nurse's clinic as an aide for 1 period...
Manx - incentives can be points, grades, going out for lunch, not getting detention, going on a field trip, a pat on the back, etc What does she do to EARN her incentive?
Sal - Jan, I forgot. Did you mention the grades that you teach?
Jan - This girl has a thick wall that she has built around her. I think it is more of an act than anything. She tries to be "cool".
Manx - Have you tried ASKING her what would motivate her?
Jan - She self-monitors (attitude, on time for class, etc...) and turns in a sheet every day.
Jan - Yes! She says "nothing".
Jan - I teach high school m/m.
Manx - She reminds me of Pigpen on Charley Brown. She has so much going on around her its hard to know where to start. However...
hilda - Jan, I have been sittinghere reading. I teach high school m/m too. I also am doing an entry on an unmotivated student.
Jan - She seems to like coming to my room and working in the clinic, but she has an attitude when she's there with students and teachers. She's a tough nut to crack.
Jan - Exactly!
Jan - There are alot of other issues, too.
Manx - Look for something that is observable and measurable. Such as getting to class on time with supplies. Many times when I simple behavior at a time is worked on, several behaviors disappear with it
Jan - It's definately one step at a time!
Manx - Giving her a chance to succeed and to SEE success is the first step in bringing down the dust
Jan - Hi Hilda! Is that the student who was removed for weapons?
Sal - We have been using a banking skills program that we tie into our behavior management system.. Students earn deposits to their checkbooks based on academics, behavior, etc. They balance their checkbooks bi-weekly. They earn a base salary for being at school and participating. They also have expenses to pay. Any money left they can spend in our class store. This has worked wonders for one of my students who can be quite a behavior problem.
Jan - We're really trying to show her in which ways she is successful. The self-monitoring has helped there.
hilda - Yes! What a memory, Jan!
Jan - Is he back yet?
hilda - No, hopefully he will be back second semester.
Jan - I do that in my math class, but she's not in that class. (Mine come and go throughout the day.)
hilda - Jan, are you going to use an unmotivated student for Entry 4?
Manx - Just remember, you can't solve all the problems of the world. What you want to write about is what you try, what works, what doesn't and why or why not. If nothing works, write about that. She sounds like she would be very interesting to use
Jan - What types of behaviors does your guy show?
Jan - Yes, Hilda.
Jan - She definately is interesting. We have a team of approximately 8 people working on her!
hilda - Mine is a Junior, very low skill level. He draws. It is his only claim to fame. He is a "tagger", nicely put: Street artist.
Manx - I must sign off now. It was fun. Good luck!
Jan - Thank you for all your help!!!!!!
Jan - Good night!
help me - is there a computer wiz in here
Sal - Goodbye, Manx. Thanks for you help! Hope you have a great Christmas!
hilda - I worked with him last year, and broke through his wall. He was doing fine and progressing. This year, he refused to do any assignments. He drew.
Jan - Mine has low academic skills as well. I'm sure that's a part of this.
help me - is there a computer wiz in here
Jan - Wow! that has to be frustrating. It's like starting a square one again!
hilda - I am usually able to get past the need to be "cool" in class. I really worked hard with this kid. His skills are so low. I also think he has an auditory processing problem.
Jan - What is your question, help me?
hilda - Yes, I could have choked him!
help me - um, do you know how to connect one computer to another
Jan - I think mine does, too!
Jan - no, sorry!
Sal - I really need to sign off. Goodnight all.
Jan - Do you know what you'd like to try with this kid?
hilda - Heavens! I was going to ask you. I am vague there, and have the entry 2/3 finished. Something like, I chose this student as he represents a challenge to my teaching due to ...then I am lost.
hilda - Yes, I want to try to put some boundaries on his behavior through out the day. I want to see him to complete a behavior check sheet. I have tried everything else.
hilda - What are you going to try?
Jan - The behavior sheet sounds good. We're trying that now. It seems to be working. At least she's doing it.
hilda - At least she is in school. This kid just stumps me. I gave him attention, extra help, special assignments, you name it.
Jan - I have another student with impulsivity who uses self-monitoring. He does well with it.
Jan - She's in school because her group home makes her come.
Jan - Does he collect anything?
hilda - Are we teaching the same kids? I have the one with impulsivity also. She is self-monitoring. It is working great. Our self-monitoring is count to 10, if she is still losingit, count to 40. She is very successful.
Jan - Does he play sports?
hilda - Spray paint.Nothing. No sports. Currently on probation for drugs.
Jan - If he likes to draw, could he go to the art room for a reward?
Steph - Is anyone working with elementary students?
hilda - That is a big part of my entry. I got him in the art room. He about drove the teacher round the bend. She should get an award for putting up with him. He and I made a behavior contract for her room. That did not last.
Jan - I have high school. What area do you teach, Steph?
Steph - I teach in a grde 2 inclusion room. All of my students are LD.
Jan - Hilda, I have found the same thing!!! Anytime there is a privelege given to this student, it turns out to be a negative due to behavior.
Sal2 - I teach 3
Jan - How are your entries coming along everyone?
hilda - These unmotivated ones are good entries, they give us so much to reflect upon.
Jan - Hilda, we're really going to have to keep in touch about our students for entry 4. We might be able to help each other.
Sugar - I love all my entries, and I go crazy trying to figure which one to work on at one time!
Jan - Sugar, you're an inspiration!
hilda - Great, Jan. I can use all the help I can get! Henry defeats me!
Jan - I have found I love the drafting, but not the revisions.
hilda - Sugar, how is it going?
Sugar - Hilda, you just can't let Henry get the best of you!
Steph - I have rough drafts of 5 and 6 done. I'm currently working on 1. I taped entry 3 last week.
hilda - But, Yikes, he has a weapon
Jan - Hilda, I wonder if anyone who passed last year featured an unmotivated student. I'm going to post the question on the site tomorrow.
hilda - Good idea. It is hard to phrase the question about them positively.
Sugar - You know I have heard all about similar entries... but each student is unique!
Jan - Maybe we can get some ideas that way. Goodness knows we need them!!!
Jan - How did your taping go, Sugar?
Sugar - If the kid is such a zero that you have no reason to think there is hope, then perhaps you could find another entry?
Sugar - Jan, I just LOVED taping...now I want to do it all the time!!
hilda - Ha! Never say die!!!! I will win!
hilda - We do tape all the time. My senior class wants to make a movie. They will star!
Jan - What a great idea. Are they writing the script, too?
Sugar - Vidoe taping is a powerful teaching tool...you may even find it motivating to the kid when he sees how he looks on tape...even though that is not a taped entry...
hilda - Yes, they want to. I will let them do this, it sounds fun to me. They are into it in a big way.
Jan - I video tape all the time. That might be one of my methods for trying to motivate my entry 4 student. Thank you!
Jan - Sugar, what type of lesson did you video tape for 3?
Sugar - You have all of the power before you, just open up to it...
hilda - Good idea! I tried to get Henry on our web site...nothing.
Steph - Goood noght all. Have a wonderful holiday. oliday
Sugar - I did a lesson on a service learning project that we have going on all year...this is the 3rd year... we had visitors in our classroom...
Jan - What is the project?
Sugar - We have adopted a disabled class of young kids and coming over before holidays for some activities is one of the things we do for them... we learn a lot from it regarding social skills
Jan - What level and area do you teach, again?
Sugar - High school, Transition Skills
Jan - My class does a similar project with the multihandicapped class in my building. We cook lunch with them once a week.
hilda - Jan, this may sound silly, but why don't they eat with the rest of the school?
Jan - They do the rest of the week.
hilda - That is nice. My students would not do that.
Sugar - Lunch is the best time for your kid to do his deals
hilda - Yes, and that is when the fights are. No one wants to miss that: Inner city entertainment.
Jan - It took alot of work to help my kids "accept" this project.
hilda - I bet it did. Do your kids actually help the others? Have you been doing this long? What do you cook?
Jan - I have had to provide many opportunties for them to take ownership and be the leaders of the project.
Jan - It wouldn't have worked otherwise. It still isn't perfect, though.
Sugar - Jan, there is your answer, tape it
hilda - Sugar is so right, that would be a wonderful entry.
Jan - yes, mine help. We work on giving good directions, asking questions, being positive with others. We cook simple foods, rice, noodels, mac and cheese. My kids have to write up the recipes.
hilda - I love that. It is outstanding! Are you using it in an entry. You should!
Jan - I considered this for entry 3 but, I'm afrais that it is not "academic" enough. It seems NB wants that.
Jan - I used it for entry 5.
Sugar - Jan, you have done all your entries, whether you know it or not, just do it!! If it fits your kids' goals, then it is good...
hilda - Jeezzzz: Writing, technical writing, following directions, social skills, modeling behaviors, critical thinking skills....What is it missing? Planning.... It has it all.
Jan - I guess you're right. I wnated to do a cooperative group lesson anyway. You talked me into it!
hilda - I agree with Sugar.
Sugar - Hilda, tell about your social entry...
hilda - That would be Louise, learning how to maintain her temper, and not rip into people. It is good, and it will be written this break!
Jan - Wow! You're on the ball!
hilda - Aren't I optimistic!
hilda - That is positive thinking!
Sugar - Well, that is more behavioral than academic, so I guess we will all be down the tubes together if that is not what 'NB wants"
Jan - I think if we can show strong ties to academic learning, we'll be ok.
hilda - It is very behavioral.
Sugar - Part of my students' disability is the adaptive behavior
Jan - Do either of you do inclusion? Thant may be where we tie in academics. Able to attend mainstream if behavior under control...
hilda - My cat logged me off. he walked on the key board.
Jan - Oh my!
Sugar - We would not have a class if the behavior was normal
hilda - Jan, that is an excellent tie in to academics.
Sugar - Hilda, maybe your cat was trying to tell you something...
Jan - Not sure what you mean, Sugar.
hilda - And, some of the behaviors I see are a direct result of students with low skills acting out.
hilda - Oscar the cat has not spoken to me in years.
Sugar - In other words, some of my kids could stay in 'regular classes' all the time, instead of with me, if they could act right
Jan - Gotcha. Let me rephrase. The students would retain more in mainstream classes if behavior was under control.
Sugar - They would be ALLOWED to stay in mainstream classes; right now they are kicked out if anyone is dumb enough to put them in-- that is, some of them
Jan - Are your kids low functioning?
Sugar - Yes, but that is not as hard to accommodate with oral, reduced work,etc, if the kid can act right
Sal - What topic(s) are under discussion
Jan - Hilda do your attend any mainstream classes?
Jan - We were discussing entry 3 and how social skills relate to academics.
Sal - entry 3?
Jan - Yes.
hilda - Just a very few. Our reg. teachers really fight inclusion at my school.
Jan - Sal, are you a candidate this year?
hilda - jan, I am off to bed. Thanks for the chat. See you next Friday.
