End-Of-The-Year Class Project

Hi everyone, I invite you to see my students' end-of-the-year project from our class website (click) Please do not forget to leave them a feedback (below each video beside the envelope is the comments link). Here's the lesson plan:

A novel and enjoyable way for students to highlight math concepts or facts is to write a song about them. Even if they don't have any particular musical talent, most students will plunge into this project with great enthusiasm....

.

Our Culminating Activity is on Tue, May 27 @ 2PM in my classroom. Please drop by to share the fun, food and friendship with us!

Boy credits Little League with helping him fight autism

Nine-year-old Brandon Mark is a model of consistency for the Angels, getting hit after hit. He also wrote a first-prize essay that will bring $5,000 to his Little League team's River Park baseball diamond. Diagnosed with autism, he's quite the achiever. Florence Low / flow@sacbee.com

.

When his 9-year-old son made his first Little League hit, parent Kelvin Mark nearly cried, but Brandon has connected many times since, and his baseball success helped him start to overcome his autism, he said in a prize-winning essay that netted his team a $5,000 contribution. "When I first started playing, I couldn't touch wet or muddy things or step in puddles or listen to loud noises or I would freak out," Brandon wrote. "These things don't bother me now. ... I learned how to hit, run and score. I learned how to catch a ball and tag the runner out. I like leading our team cheer. I like sliding and LOVE touching home plate." The Sacramento Bee (Calif.)

Vest gives people with special needs a "portable hug"

Children with autism and ADHD may soon get anxiety relief from a novel “deep-pressure” vest developed by Brian Mullen at the University of Massachusetts Amherst. (Credit: Image courtesy of University of Massachusetts Amherst)

A high-tech vest developed by a University of Massachusetts, Amherst, engineer may help therapists deliver constant deep-pressure touch stimulation that may help people with some disabilities relax and focus better. "People with developmental disorders and mental illness are often overwhelmed in everyday environments such as school and the workplace," says Brian Mullen, a mechanical engineering graduate student. "This is an alternative therapy that can safely and discreetly provide the treatment they need." ScienceDaily

Obituary: Advocate helped children with visual and hearing impairments

As director of international programs for the Perkins School for the Blind until his death May 16, special-educator Michael T. Collins, 60, spent nearly 30 years helping more than 10,000 children around the world who could not see or hear. "Mr. Collins contributed more systematically to this field than anyone else in the world," said the school's president. The Boston Globe

Parent sues district after her son was attacked on playground

A student's mother has sued the Tucson, Ariz., school district for negligence after a student with behavioral disabilities allegedly tackled and kicked her 10-year-old son, rupturing his spleen. School officials declined to comment given the pending litigation. The Arizona Republic (Phoenix)/Associated Press

Pennsylvania special-educator wins national CEC award

Cindy Mock, a teacher whose specialty is children with vision problems, works with Ben Stauffer, 4, in the BCIU Learning Center in Lower Alsace Township.

Teacher Cindy Mock uses muffin tins with tennis balls to help some Pennsylvania preschoolers with visual impairments learn the Braille alphabet. For her creativity, Mock was recently named the CEC Division on Visual Impairments' National Teacher of the Year. "Without her, the kids that have visual impairments wouldn't be where they are," said colleague Megan C. Marnien, who nominated Mock for the award. Reading Eagle Press (Pa.)

Critical grade often taught by uncertified instructors, study finds

Courses taught in the freshman high-school year -- considered the critical period for struggling students in determining whether they will take a path toward either graduation or dropping out -- are more likely to be dominated by inexperienced, uncredentialed teachers than are classes for upperclassmen, according to a study on Philadelphia high schools. "What is concerning is that ninth grade is such a vulnerable year," said lead author Ruth Curran Neild. "When you have people teaching ninth grade who are so inexperienced and who know so little about teaching ninth grade, it's potentially a problem." Education Week (premium article access compliments of Edweek.org)

Teacher Contract Would End Seniority

Sent out in the evening of May 21, 2008:

.

WTU Members:

.

In light of today's Washington Post article regarding the school system's seniority proposal during contract negotiations, it is important for our members to receive factual and correct information about this issue. Below is the current status report on contract negotiations as it relates to seniority:

.
- As indicated in last week's membership packet mailed to WTU members, DCPS' contract proposal seeks to eliminate seniority policies.

- The proposed elimination of seniority has prolonged negotiations and no tentative agreement has been reached on this issue.

- The WTU negotiation's team is committed to negotiating a contract that protects the rights and interests of all WTU members, that is fair and equitable in all areas including seniority.

- The WTU membership will have the final say on any DCPS seniority proposal, as well as, the entire tentative agreement (including any contract language resulting from contract talks) once negotiations have ended.

- It is the intent of the negotiation's team to expeditiously bring contract discussions to a close; however, until we have reached a satisfactory resolution to the seniority issue, we will remain vigilant in our efforts to protect the interest of all WTU members.

- I implore each of you to wait until negotiations are complete and you have had an opportunity for review. In addition, the contract negotiations team will conduct several open membership meetings to discuss and clarify all new contract language, salary proposals, and available options to our members.

.
It is the WTU contact negotiations team's responsibility to negotiate the best possible contract for our members, present it to our members for a vote, and allow our members to make the final decision. This ensures a democratic process and provides the necessary system of checks and balances. I strongly encourage all WTU members not to be sidetracked by media reports or other misinformation that may come from persons with personal agendas regarding contract negotiations.

.

If you have questions, or need further information on this matter, please feel free to contact the WTU office at (202) 293-8600. Thank you for your continued support of the Washington Teachers' Union.

.

(signed)

WTU President George Parker

California district drops gag order for special education parents

Parents whose children have IEP settlement agreements will no longer have to follow controversial confidentiality clauses after the Santa Monica-Malibu Unified School District Board voted to remove the clause or lose $530,000 in funding. Parents complained to the Santa Monica City Council about the provision, saying they feared a stray word would cost their children needed special services. The Malibu (Calif.) Times

Multisensory techniques help school reach children with special needs

A new Sarasota, Fla., school for children with learning disabilities, attention deficits, autism-spectrum disorders and other disabilities ended its first year with eight graduates, all of whom plan to attend college. "I use the same basic curriculum as other middle and high schools," said science teacher Dr. Jennifer Catlin, "But at Ave Maria, I also use multisensory, hands on; I do whatever it takes to get the information through to the students." Sarasota Herald-Tribune (Fla.)

Learning Disabilities and Challenging Behaviors

Give students the competence and confidence they need to succeed with Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management, Second Edition. This essential, up-to-date textbook will help educators effectively address variations in children's environments, abilities, needs, and learning styles—and ensure better outcomes for students who struggle.

Bridging Neuroscience & Special Education

ANNOUNCEMENT:

I am an alumni of The George Washington University. I have been speaking with one of the faculty members of the Graduate School of Education and Human Development. I recently learned that they will be offering a new program "Bridging Neuroscience & Special Education." Maybe some of our special education teacher colleagues may be interested in contacting one of the principal faculty investigators. This is an exciting offering, timely, and an excellent tool for leadership development in special education.

Contact:Email: speddoc@gwu.edu

Web: http://gsehd.gwu.edu/SpedDoc

Phone: 202-994-1820

Thanks, Rene Meddaugh,

A Special Education Teacher At Wilson SHS... COB

Maxine Freund and Carol Kochhar-Bryant are spearheading an initiative to boost GW’s special education training.

GW’s Graduate School of Education and Human Development—a longtime leader in training special education professionals—is blazing new trails in this rapidly growing field, with the help of a selective excellence grant aimed at advancing doctoral studies in special education. Funded through a special endowment payout by the Board of Trustees, the multidisciplinary initiative will apply emerging knowledge in brain research to propel the understanding of child and adolescent development and improve learning outcomes. via GW News Center

Developing a Teaching Portfolio

The purposeful and careful documentation of what teachers are doing in school encourages teachers to conduct ongoing self-evaluation and reflection, and provides them with information to guide future self-improvement and professional development. Portfolios also help teachers conduct meaningful peer evaluation, and can help a school’s principal function as an education partner with teachers, not just as a judge or critic of their practice.

Portfolios also capture the complexities of teaching, providing a flexible and versatile set of assessments for evaluators. And while they can’t replace traditional methods of evaluation such as teacher tests, student grade profiles, and standardized test data, portfolios also can help educators monitor student achievement. via National Staff Development Council
What are some key functions of a teaching portfolio?
- It is a way to collect evidence of your teaching ability.
- It provides the reader with a context for your teaching.
- It provides summary data on your teaching in a simple, readable format.
- It is focused on quality, not quantity.
- It is organized and its various sections relate to each other.
- It is an ever-changing, living document.
- It allows for self-reflection.
- It provides an opportunity to be unique and showcase your personal style of teaching.
- The process of creating one is generally much more important and meaningful than the end product.

Why create a portfolio?
The teaching portfolio can serve many purposes, some of which include the following:
- reflecting on your goals as a teacher,
- assessing your teaching strengths and areas which need improvement,
- documenting your progress as a teacher,
- generating ideas for future teaching/course development,
- identifying your personal teaching style,
- using elements of the portfolio to promote dialogue with fellow teachers,
- considering new ways of gathering student feedback,
- gathering detailed data to support your goals,
- collecting multiple sources of evidence that document the implementation of your teaching goals and their success.
One would use a portfolio during the academic job search, promotion and tenure process, and for personal and professional development.

A table of contents is an important tool in organizing the various sections of your portfolio. For examples of these, go to Examples of Table of Contents.
Some of the sections above, such as the statement on teaching philosophy, are strictly narrative (reflective). Other sections consist of a set of materials as well as a narrative or rationale that explains what they are. The narrative component should answer the following questions:
- Why did you include it in the portfolio?
- How did you use it in the classroom?
- How do you know that it was effective, i.e. that your students learned as a result?
- How has your teaching changed as a result?
- What have you learned about yourself as a teacher?
The portfolio is not, however, simply a binder with all of the teaching documents inserted with random pages of reflection. “It includes documents and materials which collectively suggest the scope and quality of a professor’s teaching performance….The portfolio is not an exhaustive compilation of all of the documents and materials that bear on teaching performance. Instead, it presents selected information on teaching activities and solid evidence of their effectiveness.” (Seldin, 1997, p. 2)

How should you get started creating it?
The following is a list of some general strategies on developing a teaching portfolio:
- Start as early as possible.
- Plan well and systematically collect data.
- Develop a good filing system.
- Regularly sort through, organize, and update information.
- Involve others as consultants and contributors.

Multi-Categorical or Non-categorical Special Educator

A non categorical special educator is one with a classroom that includes students with a wide range of disability categories and learning needs. Such classrooms and placements are known by several other names across the country -- cross-categorical, multi-categorical and mixed ability special education classrooms. Whatever the name, they all signify the same thing - that students are placed together for learning, rather than separated into distinct classroom "categories" that describe their identified physical or learning disabilities.

QUESTION: About teaching in multi-categorical classrooms, wouldn't that require a teacher like me to be certified in a lot of different areas?

ANSWER:
It depends on what state you teach in. Special education certifications vary from state to state. Some states offer categorical licenses that certify teachers to teach children of all ages with a specific type of disability. Other states offer a more general special education degree that certifies a teacher to teach children with all disabilities in a specific age range. Most states offer a combination of these certification types. Geiger, et al., 2003 reports that there is an identifiable trend toward multi-categorical licensure, especially for teachers of students with mental retardation, orthopedic impairments, other health impairments, serious emotional disturbance and specific learning disabilities.

It also depends upon how your state is interpreting the "highly qualified" requirements of the so-called No Child Left Behind Act and the Individuals with Disabilities Education Act of 2004. Both of these laws stipulate that who teach core academic subjects need to demonstrate that they are qualified to teach the subjects they are teaching. Special education teachers who teach in multi-categorical classrooms are most likely teaching multiple core academic subjects. The bottom line is that special education teachers will need to follow the process outlined by their states to demonstrate that they are "highly qualified" whether they are teaching students who all have the same disability or who have a variety of disabilities.

The Morning Meeting Book

"The Morning Meeting Book is the quiet bulldozer of school reform." Through Morning Meeting we say this is a place where courtesy and warmth and safety reign — a place of respect for all. K-8.

Morning Meeting is a powerful teaching tool for building community, increasing student investment, and improving academic and social skills. This comprehensive guidebook has helped thousands of teachers across the country use Morning Meeting to launch their school days. The expanded edition offers:

- Step-by-step guidelines for implementing Morning Meeting in any K-8 classroom
- Clear explanations of purposes
- 45 greetings, 66 group activities, and many samples of morning message charts
- Frequently asked questions and answers
- A chapter on implementing Morning Meeting in middle schools
- Ideas for adapting Morning Meeting for use with second language learners

Developing a Teaching Portfolio

It is almost the end of the school year...one more month to go. Time flies fast! As I reflect on my teaching practices and assess my accomplishments this school year, I also begin to prepare to add and modify for next school year.

Next week is the beginning of our Teachers Final Evaluations, the last stage in the Professional Performance Evaluation Process (PPEP). The school system has developed a process using the work of the National Board for Professional Teaching Standards as a guide. I am getting my teaching portfolio ready for this right now. I remember doing something similar to this few months ago as a candidate to the National Board Certification.

I would like to share to my colleagues how I create my formative teaching portfolio. Some people describe a teaching portfolio as a place to summarize your teaching accomplishments and provide examples of classroom material. Others describe it as a mechanism and space for reflecting upon your teaching. And for the rest of us, it can be described as a space to do both.

What are some characteristics of effective portfolios?
The format of a portfolio varies considerably. An effective portfolio should be well documented and organized. The American Association for Higher Education (AAHE) suggests that a teaching portfolio should be structured, representative, and selective.

Structured
A structured portfolio should be organized, complete, and creative in its presentation. Some questions for you to think about might be: Is my portfolio neat? Are the contents displayed in an organized fashion? Are the contents representative for the purpose that it is intended?

Representative
In addition to attending to structure, a portfolio should also be comprehensive. The documentation should represent the scope of one's work. It should be representative across courses and time. Some questions for you think about might be: Does my portfolio portray the types and levels of courses that I have taught? Does my portfolio display a cross-section of my work in teaching?

Selective
The natural tendency for anyone preparing a portfolio is wanting to document everything. However, if a portfolio is being used either for summative or formative purposes, careful attention should be given to conciseness and selectivity in order to appropriately document one's work. Peter Seldin (1997) suggests limiting the contents of a portfolio to ten pages. We suggest that you limit the contents of your portfolio to what is required by the reviewer while also keeping the purpose in mind. Continuation

Forging more constructive parent-educator relationships

Anne T. Henderson and Karen L. Mapp, co-authors of "Beyond the Bake Sale: The Essential Guide to Family-School Partnerships," advise educators on improving relationships with parents in the second of a two-part Teacher Magazine series. They answer questions about partnering with community organizations, establishing parent-advisory groups and engaging disadvantaged parents. Teacher Magazine

May Special Education Forum

ANNOUNCEMENT!

Dear colleagues,

Please review this flyer for our upcoming May Special Education forum, taking place on Thursday, May 29, 2008, 5-7 pm at the Logan school. This will be the final session for this school year. Please print and spread the word.

We hope to see you there!

Washingtonians with Disabilities: Know Your Rights

The DC Office of Disability Rights has produced a new guide to the Americans with Disabilities Act. The 1990 federal law guarantees civil rights and equal access for persons with disabilities. Read more.