IEP H-E-Double Hockey Sticks!

This is THE time of the year that I HATE! It's IEP time! Time to write those yearly individualized plans for each of my Special Education students. I love almost everything about being a Special Education teacher but this time of year turns me into a cynic. It's the only time of year I feel out of sorts and stressed with anxiety bubbling right below the surface.

It's not that I don't understand the IEP process. I do. Early in my career I got to know a group of parents from NC that fought for PL 94:142, the law that granted ALL children the right to a public education and brought the first IEPs into our lives. Before that law many children were excluded from public school and early in my career I directed a "developmental day care center" run under the Mental Health System that rounded those excluded kids up and offered them an alternative from staying at home all day. Kids came because they were young and hearing impaired and their parents didn't want to send their three year old off to boarding school (the only option), or because they weren't potty trained (a law on the books at the time said that if you weren't potty trained you couldn't go to school which effected many of our youngest children) or because they were multiply handicapped (deaf-blind and with cerebral palsy, for example) or they were very physically involved (with a feeding tube, for instance) or they were severely or profoundly handicapped or many other combinations of challenges not provided for in public education. We served children from two to 12. Even then, we wrote individualized plans, but back then we were driven by our need to sit down with all the stake holders in a child's life and find ways to do what was best for the child - not by a legal system or a mandate. Parents and teachers just sat together and shared their dreams and their expectations and then put a plan into place to make a difference.

 

Somewhere along the way, the court system got involved and now we seem to have this "you verses us" mind set. All of my career it seems there have been these broad general threats of audits or threats about having to go to court or having to sit with a lawyer at the table, as if "somebody" was always watching and you certainly aren't doing it right.. It's never actually happened but every year something changes about the IEP because or a new law or a new interpretation of the law or some new legal precedent. I think I've actually learned 3 or 4 different computerized IEP programs without leaving the same county. For years, I stressed and worried over every "i" I dotted and every "t" I crossed, because "somebody" might come take me away. I would read every single word of the three page checklist for every IEP of everything to remember so I wouldn't get "caught." I went into meetings with parents and then when I reflected after the fact, it seemed we spent most of the time worrying about compliance of the IEP instead of the needs of the parents and the education of the child - and then we wonder why parents don't seem to trust teachers and the school system?

As the years have peeled away, I have lost most of that fear (what are they going to do - fire me?) and have tried at the IEP conference to remember, it is about the child - not the document... but it's hard - with our computers out and little red stars popping up if something is not compliant. It interrupts the flow of the conversation. I also realized that in all the IEP audit sheets I've been forced to do over the years that no question is ever asked about the quality of the IEP. I didn't matter because I really do understand that it's about the child's needs and I always make sure that the parent had REAL input in his child's education?   The only question that is ever asked in an audit is if I have the signature on the right line and that my dates match and that I checked the right boxes - because surely that will guarantee academic and social growth! I also resent the month I miss of instruction (which is what it takes to test, write and meet for a normal class load - even when you're doing most of the writing at home on your own time). I have to admit that I do really enjoy meeting with the parents and sharing so much good news, but the truth of the matter is, I would do that anyway, with or without a document to sign.

I long for a system that goes back to the days when the child was at the center instead of a piece of paper and the court system. I feel so fortunate to have been a teacher in the early years so that I still understand the heart and original intent of the process. I can still see the faces of children and parents who just wanted a system that cared. I will never forget the parent whose child was denied entrance at school saying to me with tears running down her cheeks - I just want him to have a chance at a productive life. If I can keep that picture in my mind when I close my eyes, maybe I can get through this process with a little dignity and calm. That is my prayer. That is my dream... Now, take a deep breath...

Welcome to the Crab Shack!



"Welcome to the Crab Shack!"

Several years ago we studied the book FISH! as an entire faculty. It is the story about the famous and highly successful Pike's Fish Market in Seattle and teaches 4 important concepts that we applied to our school environment:

Be in the moment

Make their day

Play!

Choose your attitude



JB frying fish

That first year we studied the book we were welcomed to the Chets Creek Crab Shack during our regular lunch time to celebrate the philosophy. We enjoyed deep fried fresh fish, cheese grits, and cole slaw along with a row of fanciful desserts. As we entered the principal yelled, "Welcome to the Crab Shack," and everyone clapped and cheered as each new faculty member came inside the door. JB Boyd, our famous volunteer, spent the entire time frying fish! As each faculty member came in, they got to "go fishing!" From a bait box each one pulled a paper shaped fish with one of many prizes (Pepperidge Farm fish crackers, fish gummies, real live fish in a fish bowl - oh my! - gift cards from Starbucks, book stores and a host of other themed prizes). As we enjoyed the simple fellowship of eating together, we laughed and sang and just enjoyed being together. We were reminded in a very real way of how to be successful.

That first fish fry has developed into one of the many annual Chets Creek traditions. Sometime after the first of the year, the Crab Shack opens with Principal Phillips in charge for a single day in the Teachers' Dining Room to remind us once again that we are in charge of our own destiny - and that we can have FUN along the way! Welcome! - Welcome to the Chets Creek Crab Shack!

Passing it on...

Every now and then you have an opportunity in life to see something so special that you know it will stay with you always. I had that opportunity today.

After my daughter Courtney was born, I decided to stay home and enjoy being a full-time mom. However, as Courtney approached school age, I knew I would have to return to work (after all, we hadn't planned for me to take several years off!), but I just wasn't sure I could manage being the kind of mom I was committed to being and the kind of teacher I felt I had been before my children were born. I decided to try to get a job at the school Courtney would be entering so that I could better juggle my responsibilities. It just so happened that it was the year that Alimacani Elementary School, our new neighborhood school, opened, but... they were not hiring. As luck would have it (or as I like to think of as Divine intervention) the preschool teacher of children with disabilities had to leave shortly before the doors opened and I walked into the opportunity of a lifetime. Although I had 15 years of experience in Special Education, I wasn't sure I could recapture my love for teaching. I had really loved being a stay-at-home mom, but I need not have worried because Alimacani was led by a gifted and passionate administrator, Donna Hulsey. Donna has now retired but I credit her for putting me back in touch with all the reasons I had become a teacher in the first place. She made me believe again... and dream again. I fell in love with teaching all over again. It was in those days that Courtney went to school with me every day. She got there early and left late. She often played school with the other "teacher children" that stayed late. I remember she used to beg to stay even longer. She knew my room and the school like the back of her hand. As she got older, she'd go to the bus stop with me each day and sit beside this student or that and entertain them while the others came. She learned how to calm a child that cried as his mom left and what the favorite toy or activity was of each child. She knew how to soothe a child when they were hurt. I loved having her with me and missed her (most of the time!) as she left to go to middle school.

I guess I shouldn't have been surprised after a couple of years in college when she said she thought she wanted to be a Special Education teacher, but I was. As a middle schooler and high schooler she had often been critical of the long hours that teachers put in for what she saw as so little money. When she left for college, I remember her saying, "I don't know what I'm going to be, but I do know I'm NOT going to be a TEACHER!" However, that is exactly what she decided to do. This semester she has been finishing her Masters degree from FSU by interning at Gulfside Elementary in Holiday, FL. Today I had the opportunity of a lifetime to visit her preschool classroom and watch in awe... my daughter, the teacher.

Courtney has been blessed with a seasoned supervising teacher, Mrs. Raco, whose knowledge seeps through as she talks so kindly and so knowingly about each and every child. She has guided Courtney through every step - has reinforced each effort and shaped each approximation. Mrs. Raco's assistant, Mrs. Garedelli, is also studying to be a teacher. Courtney has learned much from her calm and compassionate approach. As I watched Courtney today, I couldn't help but think of that little kindergartner who sat in my classroom after school every day with the teddy bears lined up in chairs reading them a story - only today she was reading to children who have put their tiny fingerprints on her life in way that will change her forever. I used to think that children were Divinely chosen to spend time in my class because of something I was suppose to teach them. However, slowly I realize it was not what I was suppose to teach them, but what they were suppose to teach me... and I have learned so much! Welcome to this field, my dear daughter. May your years as a teacher be blessed and may you always forever be a learner...

The Impossible Patriotism Project:Book-of-the-Month February 2009

The Principal's Book-of-the-Month this year has been tied to technology. In February each class was given a copy of The Impossible Patriotism Project by Linda Keer. It is the story of Caleb who is confounded by his teachers' assignment of creating a project that represents patriotism for Parents' Night. As his friends get right to work by drawing maps of the country, making paper-mache Liberty Bells, and designing Statue of Liberty costumes, Caleb longs for help from a father he knows won't even be able to make the event. We are a school close to the Mayport Naval Base, so many of our students know first hand about sacrifices our armed forces are required to make to keep our country safe. Patriotism is very personal for them. Celebrating and thanking our men and women in the armed forces hits home for so many of our children and their families.

At the end of the Book-of-the-month presentation, the Principal asked each student to recognize the contributions of our troops by putting their thanks into writing. Classes could choose from a variety of opportunities. For instance, they could send a virtual postcard, could send individual letters of thanks, or could send a picture to be included in a school video - another opportunity to integrate technology into our teaching! View the video.

Persuasive Writing

First grade is being required to add persuasive writing this year for the first time. The county provided five lessons that we could use... Not exactly the resources needed to teach a three week unit! So... as a collaborative community our first grade teachers decided to work together to write lessons that we could really use - lessons that we could love. We started with adding persuasive writing to our first grade wiki. Our wiki has become our place to house all of our resources in a single place that are available on-line! Then we began looking for resources and teachers added them to the wiki as they found them - books, chapters, blog posts about persuasive writing, PowerPoints from the Internet - resources that we could order, grab or steal!

We soon came upon the small, quick read, A Quick Guide to Teaching Persuasive Writing by Lucy Calkin's Reading and Writing Project. Our principal ordered the inexpensive books which we all read and quickly decided that persuasive letters would be a great first grade start into this new writing genre. Before long a couple of the first grade teachers agreed to write some lessons in the four-part Lucy Calkins' format that we have adopted. I admit our first lessons were hand-written notes that were typed into a Word document and then sent through e-mail for another to edit. Soon someone suggested that writing the lessons into Google Documents would allow real collaboration (wasn't me, but what a GREAT idea was that!) The lessons could appear as they were first conceived, then edited by all of the teachers as the lessons were taught! And that is exactly what is going on.

Today we met at the halfway point in the unit to share charts, books, ideas and student work. The charts that were shared have already been added to the wiki. The books that were passed around have already been added to the top of the lessons in Google Docs. The ideas will be added as the lessons are revised and examples of some of the student letters that were shared appears below! How cool is this!
3/23/09

Dear. Mrs. Phillips,
I think we need a water park playground. Dry playgrounds are boring. Dry slides are making you go slow. It is too dry. It is not wet. We cannot play in water. There is no diving. There is too much sun. We cannot swim.
from Carter
P.S. - This playground is boring.
3/19/09
Dear Mom and Dad,
I really want a puppy. I'll walk it. I'll bathe it once I finish taking a bath. I'll clean my room for a month. I'll feed it too. I really want a puppy, because remember when I went to Ariann's house? I spent half of all my day with Second. I loved it when I got to hold Second and we got to play together too even though he bit me a few times. I still want a puppy. Having a puppy will give me more responsibility. Thank you.
Love your baby girl, Jasmine

3-23-09
Dear Mom and Dad,
Can you get me and Miles a puppy because we love puppies and we don't have one anymore and that makes us sad. I will help you take him or her for a walk, and I will help you when he or she is hungry. I will love him or her. I will help take care of him or her and I will help you with everything.
Love, Your daughter, Mia

Destination Success

Destination Success is a computer based program that supplements the county's adoption of the Houghton-Mifflin Core Reading Program. Today 25 Kindergarten-First-Second Grade teachers from Chets Creek spent two and one half hours each learning how to select courses for students so they can use the program. The program is on-line so parents will also be able to use it at home if they have Internet access. Woo hoo! The on-line program can be used as a challenge for our highest-performing students, as a safety for our struggling students, and as an enhancement for those students meeting grade level expectations. Seems like such an outstanding addition to our reading offerings...

The rub is that even today with only 12 or so teachers trying to use the program at once, the program cut off, stalled and was so slow that teachers began to double up so they wouldn't have so many computers going. This is the same experience that our children will have! I certainly can't give the techie explanation for why this happens but the way I understand our bandwidth is that the high schools are given first priority, middle schools next, teachers next and finally elementary students, so the Internet runs the slowest for our youngest children. Of course, I understand that priorities have to be made, but how frustrating will it be for a little kindergartner who is already challenged by two different sign-ons, to face such delays? How frustrating will it be for the teacher to be constantly called to "fix" the computer, because our youngest student thinks when it stops or is "thinking" that it's "broken"? The county has already put over a million dollars into this program, which has good potential as an addition to what we are already able to offer, but how effective can it be if we have to depend on students to use it at home? Doesn't that punish some of the very students that we so much want to reach who do not have the access at home? The problem is money, of course. Bandwidth costs money and we all know the limits right now, but... on the other hand, how can we provide for our digital natives in a way that can make a difference in their learning outcomes if we don't have the needed bandwidth to make that difference? Who are we kidding to say that our children have an on-line computer based support that can't really be used in most elementary school buildings because the program is so slow that children are disengaged? When will we wake up and realize that a million dollar investment will not be realized without more foundational support?

It is this mind set that is so frustrating to children, to teachers, to parents, to stakeholders. But... sometimes I wonder if anybody is really listening? Does anybody really care? Surely there must be a solution - but who will be able to think outside of the box enough to find it?

Update:  The program that the county spent a million dollars on was never operationally functional.  It's potential was never realized!

Professional Development 2009

Gotta love this picture! I NEVER like pictures of myself (they look too much like me!) but this one is from a column published recently of me playing Go Fish (very innovative and cutting edge, don't ya think?) with one of my favorite students!

A while back I did a question and answer interview about the professional development at Chets Creek Elementary for Teacher Magazine's Teacher Professional Development Sourcebook. I LOVE the way professional development opportunities are offered at my school. I look forward to them - no more "sit and git" at the Creek (where you just "sit" and and hope you "git" something!) At the mid-term this year we logged over 150 professional development opportunities at our school for our teachers presented by faculty in our building. Included were book studies, the Principal's book-of-the-month, video conferencing, grade level and subject level weekly Teacher Meetings, demonstration lessons, Geeks-at-the-Creek presentations, BYOL (Bring Your Own Laptop), and live conference blogging. AND it's all on-going, embedded into the school day! The opportunities center around what WE each want to know as educators. We drive our own learning opportunities here which means we get a chance to model lifelong learning for the children that we teach! It just doesn't get any better than this. Make sure to check out the column.