It's Over and the Planning Begins
It's finally Summer Vacation. As my mind starts to unfreeze, I have begun to think about "how" I move students this year. Let me backtrack. I'm an Elementary Special Education teacher. A K-3 Special Education teacher who works with Students with Learning Disabilities, ADHD, Autism and Cognitive delays who moves students. I move then more than a year. Yes, you heard me--more than a year. As strange as it is, to hear a special education teacher tell you that--I do.
Let me tell you when I first started, it was hard. I mean really hard to move them. To motivate them. To use the data that came from progress monitoring. We teachers are sitting on TONS of data. It's that data. It's that data I use to engage, motivate and most importantly MOVE students. This was not something I was taught in "teacher school" or in my first teaching position. It came and being part of conversations with classroom teachers, the many RTI trainings and figuring out how to get students to show what they know on the state assessments. (This last one was the hardest.)
Moving students is HARD. But it can be done. These days we have Student Learning Objectives (SLO) and in my world, I also have IEP goals with an exception students should make more than a year's growth regardless of what I wrote in the IEP. (Trust me--my classroom teachers are always going "Yeah right, that's going to happen??") I'm one of those teachers who has high expectations for herself and her students. That's my first rule in moving students. Set your bar high and they will reach it. More on this another day. Back to data.
When you ask someone about data--this is not what you get told. Data is hard. It's ugly. It tells a story. It is your friend. Filter in RTI and you get a story too. Sometimes good. Sometimes not so good. It also brings labels. Because of RTI data is not so scary and as a special education teacher, I need it. I live it. You as a special education need it too. Yes, you too classroom teachers.
I start with Strength and Needs T-Chart. I find completing this at the end of the year best but I also on the fly looking at formal assessment data. All I need it all the data from the year (making sure to have the students end of the year assessments). I look at the data for data sake. I make factual statements about it and the progress made. I let the data do the talking--no reading into it!
Once I have been through all the data--sometimes I need additional information and make that note for the fall. But I develop one or two problem statements or common threads that surface. This can be sight words, fluency, decoding concerns that look more as a need for phonics instruction. This information leads to ideas of intervention needs, lightbulbs moments, thoughts to think on and talk out with other service providers.
I'm not sure what I love more about adding this to my Everything Binder - the fact that it works on helping me reflect on my students or that it helps me plan for next year. I'm pretty obsessed.
Strengths/Needs T-Chart would make an awesome addition to your Everything Binder or you RTI Planning.
Grab your free copy HERE!
Until Next Time,
![]()
Let me tell you when I first started, it was hard. I mean really hard to move them. To motivate them. To use the data that came from progress monitoring. We teachers are sitting on TONS of data. It's that data. It's that data I use to engage, motivate and most importantly MOVE students. This was not something I was taught in "teacher school" or in my first teaching position. It came and being part of conversations with classroom teachers, the many RTI trainings and figuring out how to get students to show what they know on the state assessments. (This last one was the hardest.)
Moving students is HARD. But it can be done. These days we have Student Learning Objectives (SLO) and in my world, I also have IEP goals with an exception students should make more than a year's growth regardless of what I wrote in the IEP. (Trust me--my classroom teachers are always going "Yeah right, that's going to happen??") I'm one of those teachers who has high expectations for herself and her students. That's my first rule in moving students. Set your bar high and they will reach it. More on this another day. Back to data.
When you ask someone about data--this is not what you get told. Data is hard. It's ugly. It tells a story. It is your friend. Filter in RTI and you get a story too. Sometimes good. Sometimes not so good. It also brings labels. Because of RTI data is not so scary and as a special education teacher, I need it. I live it. You as a special education need it too. Yes, you too classroom teachers.
I start with Strength and Needs T-Chart. I find completing this at the end of the year best but I also on the fly looking at formal assessment data. All I need it all the data from the year (making sure to have the students end of the year assessments). I look at the data for data sake. I make factual statements about it and the progress made. I let the data do the talking--no reading into it!
Once I have been through all the data--sometimes I need additional information and make that note for the fall. But I develop one or two problem statements or common threads that surface. This can be sight words, fluency, decoding concerns that look more as a need for phonics instruction. This information leads to ideas of intervention needs, lightbulbs moments, thoughts to think on and talk out with other service providers.
I'm not sure what I love more about adding this to my Everything Binder - the fact that it works on helping me reflect on my students or that it helps me plan for next year. I'm pretty obsessed.
Strengths/Needs T-Chart would make an awesome addition to your Everything Binder or you RTI Planning.
Grab your free copy HERE!
Until Next Time,
Reflect to Increase Teacher Capacity
I don't know about you but every time I'm evaluated-I'm asked to reflect on my lesson and practice. Trust me, all I want to do right NOW with 10 days left is think about the beach. But as the school year draws to a close, it is an important time to stop and reflect on this past year, a year filled with a range of both expected and unexpected challenges and opportunities for many students, families, teachers, and administrators. Is just as important now as it is during the year. It’s also an opportunity to take a deep breath and think about how to best direct your energies in the coming year.
Self-reflection by teachers at the end of each school year is a vitally important part of their ongoing
professional development. It is a way it will to improvement teaching and learning. It allows us to fine-tune our craft by improving or eliminating what doesn't work in our teaching. It gives us a chance to start over at the beginning of each new school year. I should point out, we can do meaningful self-reflection at any time of the school year in order to improve the teaching and learning experience. A thorough analysis of what worked, what failed, and why, in both cases, conduces to future success.
Reflect on what every student should know and be able to do. Curriculum and instruction decisions are built around the question “What should every student know and be able to do?” Standards are designed to support student understanding. As teachers, we may focus on activities rather than teaching for understanding. This type of reflection should be ongoing throughout the school year. Traditional planning focuses on what we know and be able to do with each group of students. Through conversations with coworkers, teachers will develop an intentional focus on desired learning outcomes and student engagement.
Reflect on the learning space. One thing that is often overlooked in education is the learning space. Learning space is determined by adults in most schools. The way learning space is organized highlights what the adults in the school value. If we take the time to reflect on the importance of design, purpose, and space, we may find that the old structure is a barrier to student achievement. As I design my space in the beginning of the year I ask myself but I review this question as the year moves on: “Does this learning space support the type of learning opportunities we are designing for students?” All students deserve a learning space, not just a classroom.
Reflect on student voice, choice, and contribution. When I reflect on student understanding, I often reflect on student achievement or test scores, student growth, student engagement, or gaps in student understanding. This is a list that focuses on the right things. However, a focus on student understanding and student growth may not tell us if student voice, choice, and contribution were present throughout the unit. For me this is huge as voice and choice are BIG parts of my Teacher Rubric. Reflecting back on what skills to determine whether or not a recent lesson or unit helped students acquire or improve one or more of the skills. It’s easy to look at data points from tests, it’s harder and more important to begin reflecting on whether students had the opportunity for student voice, choice, and contribution!
Reflect on the understood curriculum. The danger in never-ending planning, using the all important of curriculum maps, units, vertical alignment, course blueprints, pacing guides, and support documents. But not reflecting on the understood curriculum can result in prematurely moving to the next topic because a certain unit needs to be finished by the end of the month. Without this how can we ensure that the learned curriculum is maximized?
Reflect on the whole child. In my Resource Room practice, I make decisions based on the whole child. Always reflecting on the data and asking “What does the whole child need to be successful, access, or be independent in the classroom?” “How can I support the whole child?” Ask most classroom teachers if they have a “whole child” classroom and they struggle to intentionally plan to support the whole child.
Reflection is critically important, yet it is so difficult to squeeze into our weekly schedule. It really wasn’t until I work to achieve National Boards I found a true purpose for reflecting on my practice. It’s hard. It’s hard to be honest with yourself, your practice or your team about what needs to change or what went will. But to grow as a teacher--you have to find the three minutes to look back on the lesson, the IEP meeting, or your class set-up to be better tomorrow. It's not uncommon for the lesson I did three days ago to circle back in my mind while in the shower or buying milk. I have learned I’m a processor. I give myself that time to reflect back on how things went. My end of the year reflecting will most likely happen closer to the 4th of July than the last day of school.
Take your time reflecting on your year. Process and reflect using my Free End of Year Teacher Reflection Workbook. Until next time,
![]()
Self-reflection by teachers at the end of each school year is a vitally important part of their ongoing
professional development. It is a way it will to improvement teaching and learning. It allows us to fine-tune our craft by improving or eliminating what doesn't work in our teaching. It gives us a chance to start over at the beginning of each new school year. I should point out, we can do meaningful self-reflection at any time of the school year in order to improve the teaching and learning experience. A thorough analysis of what worked, what failed, and why, in both cases, conduces to future success.
Reflect on what every student should know and be able to do. Curriculum and instruction decisions are built around the question “What should every student know and be able to do?” Standards are designed to support student understanding. As teachers, we may focus on activities rather than teaching for understanding. This type of reflection should be ongoing throughout the school year. Traditional planning focuses on what we know and be able to do with each group of students. Through conversations with coworkers, teachers will develop an intentional focus on desired learning outcomes and student engagement.
Reflect on the learning space. One thing that is often overlooked in education is the learning space. Learning space is determined by adults in most schools. The way learning space is organized highlights what the adults in the school value. If we take the time to reflect on the importance of design, purpose, and space, we may find that the old structure is a barrier to student achievement. As I design my space in the beginning of the year I ask myself but I review this question as the year moves on: “Does this learning space support the type of learning opportunities we are designing for students?” All students deserve a learning space, not just a classroom.
Reflect on student voice, choice, and contribution. When I reflect on student understanding, I often reflect on student achievement or test scores, student growth, student engagement, or gaps in student understanding. This is a list that focuses on the right things. However, a focus on student understanding and student growth may not tell us if student voice, choice, and contribution were present throughout the unit. For me this is huge as voice and choice are BIG parts of my Teacher Rubric. Reflecting back on what skills to determine whether or not a recent lesson or unit helped students acquire or improve one or more of the skills. It’s easy to look at data points from tests, it’s harder and more important to begin reflecting on whether students had the opportunity for student voice, choice, and contribution!
Reflect on the understood curriculum. The danger in never-ending planning, using the all important of curriculum maps, units, vertical alignment, course blueprints, pacing guides, and support documents. But not reflecting on the understood curriculum can result in prematurely moving to the next topic because a certain unit needs to be finished by the end of the month. Without this how can we ensure that the learned curriculum is maximized?
Reflect on the whole child. In my Resource Room practice, I make decisions based on the whole child. Always reflecting on the data and asking “What does the whole child need to be successful, access, or be independent in the classroom?” “How can I support the whole child?” Ask most classroom teachers if they have a “whole child” classroom and they struggle to intentionally plan to support the whole child.
Reflection is critically important, yet it is so difficult to squeeze into our weekly schedule. It really wasn’t until I work to achieve National Boards I found a true purpose for reflecting on my practice. It’s hard. It’s hard to be honest with yourself, your practice or your team about what needs to change or what went will. But to grow as a teacher--you have to find the three minutes to look back on the lesson, the IEP meeting, or your class set-up to be better tomorrow. It's not uncommon for the lesson I did three days ago to circle back in my mind while in the shower or buying milk. I have learned I’m a processor. I give myself that time to reflect back on how things went. My end of the year reflecting will most likely happen closer to the 4th of July than the last day of school.
Take your time reflecting on your year. Process and reflect using my Free End of Year Teacher Reflection Workbook. Until next time,
Teacher Self Care Toolbox Ideas
May is the never ending month for me. I have less than 15 days to Summer Break and you’d think it’s 60. Mind you it’s not the only month I teach from the beginning to the end of the month without a day off. But by mid-May I’m fried! My students are fried! My team is fried! Hang tough--It's almost Summer Break. Try these on for size.
1. Do some deep breathing. Did you know you can trick your brain into thinking everything is fine (no need for those stress hormones, thank you very much!) with slow, deliberate breathing?
2. Reach out to your fellow teachers. Vent with your coworkers and hold each other accountable for your self-care contract.
3. Take a 15-minute timeout. Schedule your timeouts as periods during the day when you have no interruptions. Soon you’ll look forward to this mini-recharge.
4. Get moving! Even if you don’t have time for a formal exercise plan, you can see stress-relieving benefits from a minor activity like jumping jacks in your living room.
5. Get back to nature. Teachers don’t have a lot of time for long hikes or adventure trips, but being with nature can be as simple as taking walk or stopping by a park after work.
6. Disconnect from technology. Constant digital stimulation can increase your anxiety or sense that “you aren’t doing enough.” Plan some no-tech time.
7. Reflect on the little things. Think about all of the things for which you are grateful. Even when life is stormy, you can always find one bright moment to reflect on.
8. Nurture your artsy side. Artistic expression is one of the most therapeutic techniques for relieving stress. You might try drawing, painting, photography, or crafting.
9. Create a comfort kit. For those days when you’re feeling particularly defeated, a comfort kit reminds you that everything will be okay. It can include anything you love, from your favorite tea to a note from your BFF.
10. Pamper yourself. Set aside some time during the school year for something special. It could be a nice dinner, a manicure, or a weekend day trip, experiences that will help you refuel and recharge for the school days ahead.
During the day - small ways to stay grounded. Let’s be honest we know someone who has this in their desks:
- Tea
- Chocolate
- Protein boost (nuts, granola bar)
- Healthy snacks
- Stress ball
- Do a few yoga poses or stretches to get your blood moving
- Get out of the building for some fresh air and a change of scenery
- Take a mindful moment and pay attention to your breathing to center yourself
Get creative:
- Knit
- Quilt
- Draw
- Play air guitar
- Bake cookies
- Sing
Connect with others to fill your bucket:
- Share projects with fellow teachers
- Make positive phone calls to parents
- Spend time with loved ones
- Spend time with animals
- Give back to your community by volunteering
Need a positive:
- Keep a folder of kind notes or feedback from students and families
- Keep a notebook of inspirational quotes
- Record something positive each day in your journal
Chill Time:
- Watch a mindless TV show
- Take a hot bath
- Read
- Listen to music
- Meditate
- Take the scenic route home
- Eat chocolate
Get moving:
- Run
- Dance
- Yoga
- Crossfit
- Go for a walk
Everyone's self-care may look a little different, and there's no single way to take good care of yourself. Try some different strategies until you have a full toolbox: something that energizes you, something that helps you unwind, and something that helps you manage when you're having a hard time. Finally, encourage students to do the same. Self-care helps us be us. These suggestions from team help us--what works for your team? I can't wait to add more ideas to my toolbox.
Packing Up the Classroom Checklist
It will soon be time to pack up my classroom if you count 18 more school days as soon. I do! Over the summer, everything in my classroom is moved out into the hallway because they strip and wax our classroom floors. This means everything in the room needs to be boxed or stored. It still has me thinking about how long it takes to pack my classroom each year. I thought I would pass on some ideas that have worked for me. Some tips are for packing the room with an eye towards preparing ahead for September. If you are an experienced teacher, I am sure you know most or all of these tips. How helpful they are will also depend on how packed up your room needs to be at the end of the year. I envy those teachers that don't have to box up every little thing! This year we return the first week of August-ugh!
So, in no particular order, here are ten tips for packing up your classroom:
1. Before you pack up anything, take a picture of your room from different angles. Each year, I either draw a map or take pictures of my room and staple it to my bulletin board. I leave a nice note for the custodians asking them to please put my furniture back according to the map/pictures if they can. I then kindly thank them and tell them I hope they have a great summer. In the past fourteen years, I think only once has my room not been put back in perfect order. I would also suggest taking pictures of the different areas in your room so that you can see how you had it organized. Maybe I'm just getting old, but there have been many times where I think, "How in the world did this fit in there?" Having pictures helps!
2. Put all your desk things in one box labeled "DESK or OPEN FIRST." It makes putting your desk back together much easier and is really the first thing you should do when you get back. I know before I even walk in my classroom, there are a million and one papers waiting for me in the office. When I set up my desk first, I have a place to put all those papers. I also always make sure I put a dollar store box opener in this box. Then when I come back to set up for September, I am not scrambling to find something to open all my supply boxes that were delivered over the summer.
3. Copy all your first week papers before you leave for the summer. It's really nice to have those back-to-school activities ready to go. It's even nicer to not have to fight for time at the copier as all the other teachers are copying right before school starts. Then, store them in a file you know you will find in August! A couple of times I have completely forgotten I did this at the end of the year and recopied it all again in September. Yeah, not so much of a time saver that way! Now, I stick a note in my "DESK" box to remind me.
6. I used to shelve my textbooks by subject. I don’t have a class set but copies of each grade levels math text. I make sure all the copies we lent out are back. All the math books on the shelf, then all the science books, all the social studies books and so on. I also make sure of any material lent out come back for next year.
7. Organize your class library before you leave. Even though this is a job in my classroom, our class library does get out of order to some degree. This is a great activity for your friends at the end of the year. I take all the baskets out and we put them on their desks. Each friend has to make sure the books in the baskets match the genre or guided reading level before they can put it back on the shelf. While they do this, I have them keep an index card and write down any titles they haven't read yet but would like to. It organizes my library, and it gives my friends a head start on some summer reading suggestions.
8. If you didn't use it this year, seriously consider getting rid of it or passing it on to another teacher. I am so guilty of not doing this, but have gotten better about it the past few years. I had things like odd math manipulatives I never used, some weird writing paper that wasn't good for my friends, and a bunch of classroom decoration that I just never used or used at a younger grade level. Since I couldn't stand throwing out a lot of it, I put it in the teachers' lounge on a table with a sign that said, "FREE!" It was all gone within the day! Less clutter for me and hopefully helpful to someone else.
9. Painter's Tape is your friend! We have to label all the furniture in our room. For years I used regular masking tape which just seemed to bake on over the summer and was a monster to take off. I've started using that blue painter's tape, and it's been great. I just put a strip on any furniture that needs to be labeled and use a Sharpie to write my name and room number on it. Come August, it just peels right off with no sticky residue.
10. Label everything. You may think you will, but you won’t. Face it, the chances of you remembering what is in each box by the time you head back to school are slim to none if you do not label what is inside. Write down every single thing that goes in each container and you will find that it is not only easier to set up your classroom in the fall, it will be easier to keep it organized throughout the year and find it next spring. Choose sturdy labels that will not fall off in storage.
11. Enlist your students to help clean. As excited as you are about the last day of school, your students are about ten times more excited. They can hardly stay in their seats and concentrate. Focus that energy and turn it into something productive. Give students organizing, packing, and cleaning tasks around the room. Have them weed out useless pieces of crayons, empty glue sticks, and dried-out markers. Assign them to the classroom library where they check to make sure all of the books are in the correct bins. Let them wipe off the desks and chairs with sanitizing wipes. The classroom was theirs for an entire year too and it teaches them a valuable lesson about taking care of their space until the very end.
You have worked so hard this year to make learning fun, meet standards, complete all of the paperwork, and maintain your enthusiasm. Do not get overwhelmed with thoughts of cleaning up your classroom. When you have a plan, anything can be accomplished. Have a great summer!
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