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Special Education Teachers Chatboard

math

by steven

Oct 31, 2016

help me

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Caseload Petition

by Limit the size of caseloads

Oct 30, 2016

[link removed]

Follow the link, sign and share. It's a petition for the Obama administration to insert language into IDEA that would limit the size of caseloads.

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Paras Pulled

by GArunner

Oct 15, 2016

I teach in Georgia in a Kindergarten Self-Contained Classroom. The administrators keep pulling my special education paraprofessional for general duties. My students arrive at 7am. She is pulled for Morning Duty (7-7:45). Lunch Duty (10:00am-10:45am). We are in the classroom at both times so I am by myself with 12 students in a self- contained class...See More

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GArunner On 10/15/16, LH wrote: > I would call your the Georgia State Dept. of Education and > asked to be referred to someone in the Special Education > Dept. and ask about student to teacher ratios for an Autism > or Multiple Disabilities classroom. Tell them you need state > guidelines paperwork since you service this population of > st...See More

Oct 29, 2016

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jasped On 10/29/16, GArunner wrote:
> On 10/29/16, GArunner wrote:
>> On 10/15/16, LH wrote:
>>> I would call your the Georgia State Dept. of Education
>>> and asked to be referred to someone in the Special
>>> Education Dept. and ask about student to teacher ratios
>>> for an Autism or Mul...See More

Oct 30, 2016

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Special Education Teacher Burnout

by LL

Oct 7, 2016

I am a special education teacher at a rural high school in Tennessee. My caseload so far this year has ranged from 30-34 (30 is the limit in Tennessee). I have asked for help and they sent an assistant to help students in other teachers' classrooms. I teach four classes per day (all different: 2 Intervention, a co-taught Algebra, and a Geometry). I...See More

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wasub I'm sorry I have no positive suggestions, but I can sympathize with your situation. I'm right there with you. New position in a new district at a new grade level and I'm ready to walk out already. wasub

On 10/15/16, GArunner wrote: > I saw that no one has responded so I just had to. I can so > relate! I teach in DeKalb county in Geor...See More

Oct 25, 2016

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KIM On 10/07/16, LL wrote: > I am a special education teacher at a rural high school > in Tennessee. My caseload so far this year has ranged > from 30-34 (30 is the limit in Tennessee). I have asked > for help and they sent an assistant to help students in > other teachers' classrooms. I teach four classes per day > (all different: 2 ...See More

Oct 26, 2016

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Special Education funding in NYS

by John Pierce

Oct 24, 2016

I have a question about special education funding in NYS. Do students in different classifications and/or placements bring in different amounts of funding for a district? Specifically, do children in ICT/Co-Teaching classes bring in more funding for a district compared to more restrictive placements?

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Eligibility based on favoritism of student

by Teacher

Oct 15, 2016

I work in a small high school. We have a SLP new to the building who asked me yesterday "I have a student who I just did testing on who scored very high and does not meet criteria for communication services any longer." She said she talked to student's case manager who said "We can just dump his IEP. We have to find him eligible some...See More

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Deptartment created common assessment

by ljrain

Sep 16, 2016

Help please. I was just given a common assessment that I am supossed to administer to my SPED student in Social Studies. The assessment has 2 primary source documents that are at a 1170 lexile and my student are between 350 and 550. I was also told that I could not modify the documnets to lower the lexile level because they need to write an essay w...See More

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Same boat Create a graphic organizer that connects the content to the intended responses. (I'm assuming the IEP includes graphic organizers.) If the IEP includes modified assessments, and it doesn't specify which assessments, modify the assessment and answer choices or number of paragraphs required. Use WORD/Autosummary to summarize the article. Use the summ...See More

Sep 17, 2016

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LH On 9/16/16, ljrain wrote: > Help please. I was just given a common assessment that I > am supossed to administer to my SPED student in Social > Studies. The assessment has 2 primary source documents > that are at a 1170 lexile and my student are between 350 > and 550. I was also told that I could not modify the > documnets to lowe...See More

Sep 17, 2016

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Behavioral Classroom

by Melis

Sep 2, 2016

I have a classroom of 8 students with emotional disturbance. They range from 6 - 8 grade. I am suppose to teach them their grade level in math. Does anyone have success with this. I am told to do centers, but they won't do anything independently.

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Leah On 9/02/16, Melis wrote: > I have a classroom of 8 students with emotional > disturbance. They range from 6 - 8 grade. I am suppose to > teach them their grade level in math. Does anyone have > success with this. I am told to do centers, but they won't > do anything independently.

I Melis, I am in the same EXACT position, ex...See MoreOn 9/02/16, Melis wrote: > I have a classroom of 8 students with emotional > disturbance. They range from 6 - 8 grade. I am suppose to > teach them their grade level in math. Does anyone have > success with this. I am told to do centers, but they won't > do anything independently.

I Melis, I am in the same EXACT position, except I have Algebra and pre- algebra. ... I too am looking for support, but here are a few things I AM doing that seem to be supportive so far;

1) They are given points for participation and doing some exercises everyday... that's twenty points... it makes even one day effect their grade. 2) I have those who can work independently set up on Khan Academy - individualized math program that they pace and you keep track as their teacher. 3) I made a pster with the three routines we are doing in math everyday - without fail - CONSISTENCY: 1. Warm up (3 min. indiependent try and then go over as class) 2. Mini lesson (5 minutes) 3. independent/group work. ( 5 minutes and both aide and I walk around helping everyone stay on task). *ALL WORK IS IN JOURNAL TURNED IN EVERY DAY* , then all independent work is gone over as a class so they never have to leave it unaccomplished. Instead of one lesson then one independent work time, I shortened them and go through the process twice to switch it up and keep them on their toes... that seems to help. REPEAT steps 3 to finish the class period ... if we get that far ;)

oh, and I make all the lessons on Powerpoint slides adding animations and sounds... this tech. piece draws them in.

4)coolmath.com - setting up whole class in a 'game style' like survivors... some classes it works for, some not.

But I am also wondering how much I am going to focus on all the chapters in our curriculum or create a project that hits on the most important pieces that are applicable to daily living since the abstract math skills are so so difficult to motivate them with.

I use a lot of external motivators too... reward systems "I am working for....", token economy stuff etc. with breaks for laptop or a game of cards.. etc.

What are you doing??

Sep 11, 2016

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