Author Archives: Rena

Let Children Be Children

by Rena Mincks

Once again my district is mandating a top down decision. The powers that be have just decided to join the RTI (Response to Intervention) acronym band wagon. Yes, I know it has been around for about 10 years or so, but now there seems to be some funding opportunities, so why not?

Well, I will attempt to say why not. First a bit of history, as I understand it, RTI was an attempt by Special Education to fix General Education. IDEA realized that there were just too many referrals and too many students in Special Ed. Therefore, let’s test students so we have enough data points, plot and graph these points, and then suggest an intervention that will “fix” this student before having the student receiving special education services.

So now, my little first grade students (average age 6) will not have a DIBELS (Dynamic Indicator of Basic Early Literacy Skills) and MAP (Measures of Academic Progress). The MAP test is done on the computer. This data will then be used to qualify students for Title One reading support or further testing for Special Ed. Consideration.

We have been in school four full days and I can already tell you which students will do just fine, which students need additional opportunities to learn and time to practice phonics, phonemic awareness, reading, addition, subtraction, measurement, number and letter writing, and which students will need accommodations to challenge them.

It is difficult to see students unable to use the computer lab for approximately twelve weeks a year due to testing. I believe most teachers can arrive at the same conclusions with out waiting five weeks to receive data which that may or may not guide instruction. I would rather our district put forth some effort to look more closely at Universal Design for Learning. (http://www.udlcenter.org).

UDL looks at providing multiple means of representation, action and expression and engagement, not one intervention to fit all. It is about options and flexibility of educators. I think it is important to recognize that learners differ in ways that they can navigate a learning environment and express what they know. The tests my first grade students will be subjected to are just a moment in time a data point. I believe that my students are real people and much more than a point on a grid or graph. Let’s get back to educating children and not just collecting data, which takes precious time away from instruction, practice and learning. I will just treat this like a bandage, rip it off quickly and let the healing begin. I see the RTI as another plan that will fail due to the lack of funding or will just fade away and make room for the next acronym.

New Beginning

School starts in one week for me and I am so excited. I have been teaching first grade for 20 years and each year is so very exciting and wonderful, I can hardly sleep at night in the anticipation. There are currently 26 students assigned to our room. It will be interesting to see what “new” accronym will be applied to our teaching. There has been some talk among administration that we should begin PBIS, RTI, and our district will be doing TPEP. Ahhh, why or why do we educators always look so hopefuly to some new inovative idea that will sovle all of our problems?? Have you ever had the luxury of strolling about a book store and paruse the shelves of books written by well meaning people that describe just how, if we would only use this method or intervention each child would learn, all your behavior/discipline problems would melt away and everything would be just fine?
Whenever anyone decides what make a good teacher the conversation seems to never end, there is always one more dimension to consider. There are just too many layers, partly due to the fact that we have so many different types of learners that bring to the class a different culture for learing. There couldn’t possibly be one solution, yet we continue to search.
Some of our teachers went to a training for Read Naturally – well, what say we Teach Naturally. We have a set of clearly defined standards, many districts have taken the time to define what it looks like when a student has met the standard and we teachers are trained on how to teach the concepts and strategies so students can understand and apply the learning – Is it asking too much for policy makers and other legislation to stop complicating the issue of teaching and allow us to do our jobs? Knowing I will have 26, or possibly more, students that look to me for understanding in math, science, literacy, social studies, and social skills, I am aware that I will need to have many and various strategies to engage, challenge and teach them. Once we have met and I get a clear picture of what it is they currently know and can do, I will need to develop lessons that clearly outline the progression of learning that will allow the students to achieve the standards for first grade. They will need opportunity learn, time to practice, authentic, formative, summative assessments with feedback. In otherwords, they will need to know the learning target, and how to achieve the target.It is challenging, but so very worthwhile when they discover they know a new concept or have met a particularly difficult standard.
One year I had a student that seemed to have all the pieces together(phonics, phonemic awareness, etc) that would allow him to begin to read, yet it just wasn’t happening. After several different strageties and approaches, we found a book that was of a rebus style that he really liked and began to read the book – he was so excited that he took it home to show his family how he could now read. When he returned to school the next day, he read the entire book to me – then with a large smile he looked at me as said,”Isn’t it cool how I taught myself how to read?” Yes, that is was very cool! Learning begins with the learner, the key is having the resources and time to know the student and help design a path of learning for that unique individual student, not trying to wrap some acronym that represents a “researched based” program around the student.

17 Million Dollar Tool

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 Last week I received a phone call from the local reporter.  She wanted my reaction to the grant that Washington state was going to receive that teachers statewide would benefit from.  I hadn't heard anything about this, so she filled me in.

Recently U.S. Senator Patty Murray (D-WA) applauded the announcement of a major investment to improve education throughout Washington state by giving educators the resources they need to use data to improve student outcomes.  Washington state will receive a grant of over $17 million to further develop the state longitudinal data system (SLDS), funded through the American Recovery and Reinvestment Act (ARRA) of 2009, which will be used to develop data systems used to give educators insights into their teaching practices.  Senator Murray led the delegation in sending a letter to the Institute for Educational Sciences in support of Washington State Research and Data Center, a unique organization that was created to integrate education and workforce data systems.

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Children Are Like Popcorn?

DSCN0026 Rena
 

This statement was delivered at a recent Washington State School Directors Association conference in Seattle.  Dr. Yong Zhao is a distinguished professor at Michigan State University and recent author of the book Catching Up or Leading the Way:  American Education in the Age of Globalization. Yes, he is comparing students to food.  He went on to say that some pop early, and some pop late.  I was not enamored by this remark and prepared myself to write this piece about this individual and all the things I did not like.    

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“Special” Education?

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Rena

Recently I have been struggling with seeing my young students go down the hall for their specially designed instruction.  I am not convinced that this is the least restrictive and most appropriate environment.  Most educators work diligently at building a community of learners.  Then at some point in the day some students are sent the message, that they aren't quite good enough to remain in the community, and go elsewhere for learning. 

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Who’s Gifted?

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By Rena

According to the August 2009 Draft of The State of Washington OSPI Committee for Gifted Education, the purpose of gifted programs is to provide all highly capable students, including those at-risk, with differentiated opportunities for learning. Programs shall be designed to identify, nurture and encourage students who posses extraordinary talents and abilities.

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The Push to the “Fidelity Approach”

Preschool 003 By Rena

Why do some teachers choose to develop curriculum, while others do not?  Teaching is a very complex endeavor.  Each teacher's knowledge, skills and experiences affect the interactions of students and materials in ways that neither students nor materials can.  The current trend by some school districts that want teachers to use published and purchased materials with fidelity – page by page, and usually scripted, is in conflict with constructivist learning, monitoring and adjusting, and teaching based decisions on your knowledge of students.

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