Summer School

I'm not really happy about teaching summer school, but my daughter is getting married next Spring and the money is good... Hmmmm.... The children I will be teaching this summer really deserve better than that. If I am going to commit to teaching summer school for 6 weeks - teaching children who are needy or they wouldn't be there - then they deserve my best. And so... as I closed out one year and begin summer teaching the very next day, I know it will have to be with an improved attitude.

On my first day I am assigned to third grade!!! Whoever thinks I can teach 3rd grade has more confidence in me than I might deserve! I have NEVER taught 3rd grade - the first year of high stakes testing - and haven't taught anything above 1st grade in over 25 years - but it is here that I find myself. As I look down my very short list of students I recognized one of the names on the list. The 3rd grader was a child that I heard lots about last year because she was a bright child, who really suffered from focus issues. The child had documented ADHD and the teacher had worked so very hard with her and with her family. I remember observing in the classroom and the child sat right in front of the teacher and all through the lesson the teacher gently touched the child to bring her back on task. The teacher's management system was constant redirection. Somehow the child eeked out a 2 on the FCAT but failed Reading for the year. She simply could not consistently pass the comprehension assessments in the classroom that mirrored the high stakes test. Now she sits in Summer School hoping to pass a final benchmark test at 70% so she can go on to 4th grade next year.

As I picked her up on that first day it was obvious she had been crying. I guess no one really enjoys the idea of coming to summer school. As I have had this child for the first few days I have learned that she reads well, even with expression, but when asked about what she has just read, cannot answer questions with any depth. Actually she even struggles with literal questions. Her writing is much the same. Her thoughts are jumbled and repetitive. It must be difficult for this child who has so much going on inside her busy head to organize her thoughts and to stay with any topic for any length of time. In thinking about different ways to help this youngster, I contacted her 3rd grade teacher and asked her if she would be willing to write back and forth through e-mail, thinking this might be an incentive. The child talked lovingly about her teacher. The teacher was delighted. The child mailed this first e-mail:

hey Mrs.T it's K, i'm in summer school and i made 2 new friends there names are Kaitlyn and Joe. My 2 friends and i met your friend our teacher.I am going to do so good in reading summer school i might go to 4th grade. since i am going to anew school next year but it's going to be to far away from my house and how can i stay in Chets Creek even when i am going to be rezoned to the new school since Chets Creek is not so far? please write back.

The teacher wrote back this delightful message.

Inside of a cool, dimly lit living room sits a relaxed teacher. Mrs. T is what most of her students call her, mommy is what she is called at home, and Randi is her name to her family and friends. Musical notes flow, dance, and swirl out of the radio on this special day as Mrs. T sits down at her computer. Ding, da, ding, da, ding... her computer wakes up from it's sleep and says hello in only the way a computer can. Light flashes from the screen as her computer stretches and yawns to prepare for a little work. A soft clicking sound can be heard as Mrs. T's fingers strike the keys, her email opens, signing in... hold one moment please... oh okay there we are. A puzzling look crosses over her face??? There is an email in her inbox that is from a teacher friend and it says K. K??? Mrs. T only knows one K. Questions popcorn around inside Mrs. T's brain. Is this my sweet, brilliant K? How does K know her teacher friend? What is going on? She is as curious as a newborn kitten. "Double click on the email and see for yourself," thinks Mrs. T. "Oh my goodness!!!" she exclaims. "IT IS MY K!" Mrs. T is so incredibly delighted to hear from K that she jumps up from her chair and does a leap and a twirl in the middle of that cool, dimly lit living room. Quickly she plops back down in front of the screen, pauses for a moment to think, and begins to type a story about a time she met the loveliest girl in all the land.

There was once a beautiful girl named Princess K...To be continued... your turn...

K was so excited to hear back from her teacher that she grinned all day long. Now I have to admit that the story K started as a response about Princess K needs lots of work, but I certainly had no trouble getting her to start writing! She couldn't wait to get started. Maybe this summer school thing might be fun after all!

The Graduate

It's rare that a teacher gets to keep up with a young student throughout all of his school years, so I feel especially lucky to have watched Trevor bloom into such a strong young man. (That's his little inquisitive head poking up on the right of the picture!) Trevor actually entered my preschool class for children with disabilities as a two year old. It was a paper glitch because children could not come until their third birthday but once he was there, I just kept him. For ten years I taught a class for three and four year old children who were identified with learning disabilities, language difficulties, attention deficit disorder and children on the milder end of the autism spectrum. Often children were identified who were just delayed a bit, but it was a wonderful assembly of little ones who needed a strong educational start. Trevor was the cutest kid ever. I told his mom that his smile lit up the room... and it did. On the first day, his mom looked scared to death - more nervous than Trevor! I am sure she was questioning her decision. I am sure it was extremely difficult for her to hear that her handsome young son might have a problem, for her to trust him to someone she didn't know, and then for her to leave him in a class with children that all looked or acted just a little different. She knew Trevor was smart. It was evident from the first minute you met him, but he had difficulty making his needs known and that frustrated him. The frustration in this tiny two year old came out in the loudest tantrums ever! I'm sure his mom had been embarrassed on many occasions in the grocery store or at family outings by her son kicking and screaming. She probably stood her ground initially but his shrieks would wear anyone down and then when she finally gave in, it just meant that the next time, he would scream louder and longer (I told you he was smart!) By the time he entered my preschool class I'm sure he was pretty much running his household. His parents knew it had to stop and there was something wrong, but I'm also sure they really struggled with what to do. I so admire his mother for having the courage to do something to turn it all around. On that first day his mom's eyes pleaded with me for help. She wore her fear for her son like a cloak wrapped tightly around her heart.

Trevor was a challenge. Often other teachers and parents walking down the hall would peek their heads in to make sure everything was all right as Trevor's screams pierced the air. However, with time and consistency Trevor found ways to make his needs known and ways to ease his frustration. With speech and language infused into every moment of his day, he began to use his words. He was eventually identified with a learning disability in language but because it was identified so early - because his mother had chosen early intervention, we knew there was a good chance that he would learn to compensate for those early challenges. After two and half years in my class he left for a kindergarten class in another school. It was no surprise that he did well and learned to read on schedule. After a year I transferred to the school where he was so I ran into him and checked on him often. During those elementary years he tested out of the program (we all celebrated!) because he no longer needed the extra support. I ran into the family again as his younger sister entered school and was in an inclusion class where I had students. His family spoke out eloquently as I went through the Teacher of the Year process. I cherished their voice. Their words still bring tears to my eyes. Over the years, I would run into Trevor, his sister or his mom. This year I ran into Trev at a local fast food restaurant where he had an after school job and he reminded me that he was a Senior. Last night I had the thrill - the absolute thrill - of watching him receive his high school diploma. I was so proud! He will go on to college. His mom told me that he'd really like to work in theatre and had been bitten by the acting bug. I know that whatever he does, he will be successful. I have to credit his mom's courageous decision so many years ago, to do whatever she had to do to make a difference for her son, for his success now. Early intervention put him on the right road but it is his family's dedication and commitment along the way that has made the difference. Thanks, Trevor, for giving this teacher such an incredible gift! And yes, your smile still lights up the world!

Look out world!

Each year our first graders work on a unit of persuasive writing. As we work through the unit we ask each child to choose a topic that he is passionate about and then to write a letter stating his position and then trying to persuade the reader to come around to his Point of view. We actually mail the letter that is chosen as a final polished copy. The children often write to their parents asking for a pet or video game or some other "thing" that they desire. They promise to clean for weeks, to do chores and even not to hit their little brothers and sisters anymore if their parents will just consider their most earnest request. Often a few children will break our hearts. One child this year asked for a house with a backyard so he would have a place for his little brother to play and another child asked for more food because he is often hungry and his refrigerator is empty. A few children always write to the Dining Room manager to ask for a change in our Dining Room's food and many children write to the Principal asking for everything from a water park on the playground to shorter school days. They must think she is a Superhero with unlimited powers! Occasionally a child will want to write the President or the Humane Society or some other popular person or agency. We never discourage the children, even though we are often doubtful that the party will reply. Our little writers believe that they can change the world (and so do we!) I pray each year as we mail out the letters that the parents will listen and value what their children say, even if their response is "No!" I always hope that the Dining Room Manager will reply in some way although that hasn't happened yet and that the Principal and school personnel will value the childrens' words and will show them, by responding to them, that their words matter.

"This year the most remarkable thing happened. Jardale decided that he wanted to write the Mayor. He decided that we need to go to school for six days instead of five to keep children out of trouble. His "P.S." was that he would like to be Mayor one day. Much to our surprise, Jardale received a reply from Mayor Peyton. It included everything that we would ever want in a response. The Mayor valued Jardale's thoughts and ideas and then gave him some reasons why he didn't think six days of school a week was the best idea. He closed by acknowledging Jardale's dream of some day becoming Mayor. How does it get any better than that?

I am totally impressed with a Mayor or any public figure that would take the time to read and then thoughtfully respond to the ideas of anyone - much less a first grader. This is a powerful lesson in our little classroom. Our children realize that their words really do make a difference. Look out world!

The Trio That Stole Our Hearts

Last year I was called to the office. The principal informed me that we had three first grade ESE students registering at the same time! Oh my! My shock at having three from the same family enrolling in the same grade (twins and an older brother that had been retained) was immediately overtaken when I saw the three adorable, but desperately sad children. In broken Spanish and with tears, the mother told us that their teenage brother had been shot in a drive-by shooting just days before and that she had moved to our area in hopes of a safer place to raise her children. The little ones had been very close to their older brother and were heart-broken by the events. Although we decided to place all of the children in the same class, it was a difficult few weeks for them. They had to be pushed into the classroom each day and mostly stood at the back of the room. If one was having a hard time, I think they each felt like they needed to stick together and have a hard time too. I remember one day one of them tried to climb into a cubbie at the back of the room and then they all tried. There were meltdowns and tears and just the saddest eyes that I have ever seen. It was difficult, but slowly the teacher with her magic belief coaxed each of the children into the classroom. Her love and support radiated.

As the year progressed you could see the children coming out of their shells. The teacher, who is fairly fluent in Spanish began to push with an empathetic tone that they  began to trust. Our Behavior Interventionist invited the children to attend a weekly support group for children who had lost someone they loved. There were very few smiles that year, but with the help of our second language assistant and the teacher we were able to help the family in many ways outside of school. At the end of the year, the teacher recommended that the brother twin stay back and even with the mother's support and comparison information from the sister twin, the ESOL Office believed the problem was basically language and refused to let the bother twin stay behind.

As we ventured into the second year the boys looped to second grade with their same kindergarten teacher and the girl went to another first grade class with the ESE teacher. The teachers felt like she would blossom if she didn't feel like she had to take care of the boys - such a heavy load for such a young child.

The boys blossomed too. The teachers secured a counselor who saw the children weekly during the school day and the mother made sure that all three children were at the ARC (outside tutoring supplied free by the school in the children's neighborhood) every Tuesday to receive extra help. All of the children began to speak more and they all became readers! They were so proud of themselves.

Last week the teacher brought three blue balloons to the playground and invited each of the children to write a special message to their brother. It would have been his 18th birthday. After they wrote their message they stood together and released the balloons to the sky. There was a momentary hush that fell over the playground as all the children turned to watch the three balloons disappear over the building. The children smiled. There wasn't a dry eye among the adults as they watched this precious trio who had come so far. The older brother and sister twin will go on to second grade next year, both strong readers. After another meeting the brother twin will remain in first grade to strengthen his skills. Each child will be in a different class for the first time and will have the opportunity to shine on their own.

This doesn't mean that all of the problems for this family are over. They have another older brother that has had trouble with the law. They still suffer from many of the same problems that are inherent in poverty and being citizens of a second language navigating a highway of language subtleties, but I am just so proud of the way that individuals in my school responded to the needs of this family. The caring individuals - the teachers, the second language assistant, the Behavior Interventionist, and so many other people along the way who reached out their hand and said, "How can I help?" This is what "school" and "learning" are all about.

End of the Year Certificates

We have an end-of-the-year Awards Day. The parents are invited and we like to do something a little differently than our usual nine week awards for grades and citizenship. We also like to make sure that every single child gets an award. This year we gave out a list of each of the children's names to each child and asked them to write a word by each name of something they thought the student did really well. Then we brainstormed a list of good things we could say about our friends on the board. The students were welcome to use words from the list or to think up something on their own. We then took the lists and typed them into Wordle so that each child had a list of superlatives and printed a unique certificate for each child. We are so pleased with them because they capture the child and their first grade year in a word picture! I think children and parents are really going to like the result!

The ARC Birthday

Last week we celebrated the ARC's birthday. It has been a year since we opened this tutoring program in the midst of a 1000 mobile home community that is zoned for Chets Creek. I have written about this effort several times and the inspiring people, KK Cherney and Liz Duncan, who jumped into action over a year ago to make it happen. At the birthday party, a group of students from the community, chosen by the Music teacher, opened with the National anthem. Honestly, they sounded like angels. A fourth grade student who wants to be a teacher and comes on our first grade afternoon to tutor students, spoke about his experiences at the ARC. There were jumpy houses for all the children, ice cream and cupcakes and presents (books and pencils donated by Scholastic) for all the children. The school presented the Management of the Community with a framed picture that included a picture of each of the 250 students who had been serviced at the ARC that will hang in the Community Center. The children brought their families from across the community.

We have entered this project into a $1000 local competition to earn a few extra dollars for books and technology. We hope this will become the hub of activities for this community, that will not only meet their academic needs but will improve their quality of life. Please help us by going to Community First's blog to "Like" our project! What an inspiration this project could be if the idea caught on across our entire county.... It's possible... dreams really do come true... Just take a look at the ARC!

The Curious Garden: Book-of-the-Month May 2011

April's Chets Creek Book-of-the-month was The Curious Garden by Peter Brown. The strategy that we worked through was asking deeper questions with medium and high cognitive complexity. We met in small groups and then came together with our grade level to write questions for each page of the book. Today Mrs. Ruark read the book to the students, asking them the more complex questions that we had discussed as a group. The idea is that children have to comprehend text by talking about the ideas before they are able to do the work independently on a comprehension assessment. This is a really great book that tells the story of a garden that grows from a railway that is no longer used. The text and illustrations challenge the children to draw inferences and think deeply about the message in the book.

After reading the delightful story and asking questions throughout the text, Tracy showed the children an article that she had read in National Geographic that is based on the real story of an abandoned rail line called the High Line in Manhattan. The city turned this abandoned rail into a walking park with chairs to sit and read, an amphitheatre, and a leisurely strolling path filled with greenery right in the middle of the city. This additional piece gave the children an opportunity to draw conclusions between the two pieces of literature and worked well with the idea that we are working with in writing - that children can use real experiences to base their fictional writing. While we could have pulled one of our laptops to the document camera to share the on-line magazine article, instead Tracy used her personal ipad to quickly pull the story up for the children to see. The site even included a video in elapsed time of someone walking the path! Using the ipad was quick and convenient. We first tried just holding the ipad and showing it like we would a book but quickly realized that the pictures and video showed very well through the document camera! How exciting it would be to have an ipad at our disposal. It was so quick - so convenient! I can see how we would use the Internet so much more often in our lessons and with such great ease! Anyone know where we can find the money for ipads?!